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Environmental
Education
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EM17I-MMMI
2006 Environmental Education
Grant Profiles
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Table of Contents
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SUMMARY STATEMENT
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USING THE GRANT PROFILES
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GRANTS AWARDED BY EPA HEADQUARTERS
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GRANTS AWARDED BY EPA REGIONAL OFFICES [[[ 8
EPA REGIONAL ENVIRONMENTAL EDUCATION COORDINATORS [[[ 50
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SUMMARY STATEMENT
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ANNUAL GRANTS AWARDED UNDER THE NATIONAL ENVIRONMENTAL EDUCATION ACT (PUBLIC LAW 101-619)
This report summarizes 138 environmental education grants awarded by the U.S. Environmental Protection CD
Agency (EPA) during fiscal year (FY) 2006. The Environmental Education Grants Program was created under >
Section 6 of the National Environmental Education Act, and the first grants were awarded in 1992. EPA's <*>
Environmental Education Division (EED) manages the program. EPA Headquarters awards grants larger than p=j
$50,000 and the regional offices award smaller grants. Since inception of the program, more than 3,100 I ^\
environmental education grants have been awarded. I'pr
The grants are awarded to stimulate environmental education and support projects that address EPA educational JjJ
priorities such as: state education reform and capacity building, human health, teacher training, career l-pn
development, and community environmental issues. The goal of the program is to support projects that enhance I — 1 1
the public's awareness and knowledge of environmental issues and the skills they need to make informed and mTI
responsible decisions that improve environmental quality through increased stewardship. Organizations eligible p^
for grants under the program are: a college or university, tribal or local education agency, state education or I ^
environmental agency, nonprofit 501(c)(3) organization, or non-commercial educational broadcasting entity. pri
In FY 2006, Congress appropriated almost $3 million for the grants program which leveraged more than $3-0 |_^T|
million in matching funds provided by grant recipients. Because federal funds may not exceed 75 percent of the IT—
total funding for a project, each grant recipient is required to provide from their own organization or a partner ' — I
organization a matching contribution with a value of at least $1 for every $3 provided by EPA. The total {jTj
matching funds leveraged nationwide often exceed the required amount and frequently surpass the total funding p^
provided by EPA. The dollar amounts reported in this document identify the EPA funds awarded to the grantee LiL]
and do not reflect the matching funds provided by the grant recipients.
Congress directed EPA to focus on small grants to seed community projects; therefore, the EPA regional offices _JTj
make small local grants their first funding priority. In total, EPA's 10 regional offices awarded $1,868,751 for an
average of 13 grants per region. In FY2006, Headquarters funded about 11 percent of the 94 grant applications
received. Headquarters awarded 10 grants, for a total of $816, 716. Headquarters grants averaged approximately [fl
$82,000; the smallest grant awarded was $61,780; and the largest awarded was for $125,903-
EPA's annual Environmental Education Grants Solicitation Notice describes the solicitation, evaluation, and
award process through which EPA arrives at final decisions about grant winners. The solicitation notice is
published and available for review in the Federal Register. The solicitation notice and application forms may also Lfl
be viewed online or downloaded from EPA's Web site listed below. The most recent solicitation notice also can -. —
be obtained by contacting EPA Headquarters or an EPA regional office. A list of EPA contacts is provided on LL
page 50 of this document. ]jT
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www.epa.gov/enviroed/grants
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INSTITUTE FOR JUST COMMUNITIES - $100,000 <
-> DELIA M. HUGHES, 40 OLD LANCASTER ROAD, SUDBURY, MA 01776
Gulf of Maine Institute Without Walls: Environmental Leadership Training
Name of the project
The goal of the project is to link adults with youth living within the Gulf of Maine bioregion while addressing
the challenge of building and maintaining a sustainable environment. By employing a community youth
development approach and leveraging lessons from service education, project participants work on real-life
issues and concerns related to sustaining the Gulf of Maine watershed. Through the program, participants
also learn about activities in each of their watersheds that have an effect on the rivers and estuaries feeding into
the gulf Teachers are provided with training and technical assistance, and during the summer, participate in
a week-long Environmental Leadership Institute. The project crosses a wide variety of regional boundaries.
U.S. partners include the Gulf of Maine Institute Without Walls Guide Team, the Massachusetts Audubon
Society, Roca Inc., the Cocheco River Watershed Coalition, the Gulf of Maine Council, and the Pacific
Institute of Research and Evaluation. Canadian partners include the Eastern Charlotte Waterways (New
Brunswick), theTusket River Environmental Protection Association (TREPA), and the Tri-County School
District (Nova Scotia).
Summary of the project
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AL-CA
Grants Awarded by EPA Headquarters
Alabama
California
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ALABAMA PALS (PEOPLE AGAINST A LITTERED STATE) - $75,000 |
SPENCER RYAN, 340 NORTH HULL STREET, MONTGOMERY, AL 361 04 ^
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Clean Campus Program p
The Clean Campus Program promotes environmental stewardship through education about litter, thereby creating 5
a cleaner, healthier, and less polluted environment for all Alabama school systems, colleges, and universities. The CD
program, which is focused on a variety of hands-on projects, provides students, faculty, and staff in kindergarten >
through grade 12 with all the tools and educational support needed to transform campuses into cleaner, safer ^
places. These tools are supplied through seminars, educational materials, projects, and leadership and community p=j
building activities. By learning how to minimize pollution and litter at its source, the students are becoming LiL|
environmentally aware and are learning how their behavior affects the environment. The faculty and staff are, in h=r
turn, learning how to build a foundation for future adult behavior and advance the concept of personal ==L
responsibility in caring for the environment. Participating schools receive, free of cost, on-site seminars, an Lm
environmental curriculum, trash bags, brochures, and on-site banners. In return, participating schools provide p^
environmental education as part of the curriculum and are also required to support an ongoing recycling program L_L| |
at the school. The program partners with the Alabama Education Association and more than 400 schools |T=j1
throughout the State of Alabama. - — -I
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ICLEI-LocAL GOVERNMENTS FOR SUSTAINABILITY, USA - $75,000 \^\
ABBY YOUNG, 436 1 4TH STREET, SUITE 1 520, OAKLAND, CA 9461 2 h=
Climate Protection Decision-Making Tool Development and Training Project TEn
The International Council for Local Environmental Initiatives (ICLEI)-Local Governments for Sustainability is — 1 1
developing a climate protection decision-making tool that enables mayors and other local officials to consider |j_n
the impacts of policy decisions on local air pollution. Developed in response to the need for better tools to
enhance climate protection, ICLEI based the design of the tool on greenhouse gas quantification protocols
established for local governments. The tool, targeted for use by mayors throughout the U.S., provides local kT
government staff with the analytical framework necessary to determine the impact of specific decisions on
increasing or decreasing emissions of greenhouse gas and regulated air pollutants. Developed in close consultation
with the extensive network of local government staff and elected officials who participate in ICLEPs Cities for - —
Climate Protection campaign, the tool is a stand-alone electronic survey. The survey guides the user through a LL|
series of questions that lead to an estimate of the quantity of emissions of greenhouse gases and criteria air
pollutants that will be increased or decreased by appropriate policy recommendations. By using the tool, mayors
and other local government officials gain decision-making skills that result in improved local air quality, reduced _JTj
greenhouse gas emissions, and a better understanding of the long-term ramifications of policy decisions. Training -, —
on the use of the tool is provided at ICLEPs annual Sundance Summit: A Gathering of Mayors for Climate I —
Protection. The key partner in the project is the Rockefeller Brothers Fund. [fl
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CA-CO
| SAN DIEGO COUNTY OFFICE OF EDUCATION - $77,936
^ BRIAN SWAGERTY, 6401 LINDA VISTA ROAD, OUTDOOR EDUCATION, ROOM 410, SAN DIEGO, CA 92111
|i San Diego Environmental Literacy in Action
^ The San Diego Environmental Literacy in Action (SanDELA) project increases opportunities for professional
LJJ learning in environmental literacy for educators in kindergarten through grade 12 and engages students in
;< opportunities that build awareness of environmental issues. This program also promotes access to and
^ participation in activities that foster environmental stewardship. To implement the project, teachers in
§ kindergarten through grade 12 work together to develop a guidebook based on the California Science Standards
> and the California Education and the Environment Initiative. The guidebook, which identifies an environmental
LLJ literacy issue at each grade level, describes a grade-specific stewardship project or field-based learning experience
o that supports the targeted environmental issue. Teachers who use the guidebook will gain hands-on, science-
s' based examples of how to implement an environmental education program that aligns with state education
standards. The guidebook is being drafted during SanDELA Academy workshops and will be tested in the field
by participants. The final guidebook is being disseminated to kindergarten through grade 12 schools in 42
school districts in San Diego County and will also be available online. Four teacher workshops will be conducted
on use of the guidebook. The key partners on this project are the San Diego County Office of Education's
Outdoor Education Department and the Science Department and the San Diego Science Alliance.
Colorado
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UNIVERSITY CORPORATION FOR ATMOSPHERIC RESEARCH - $75,144
31 TIMOTHY SPANGLER, PO. Box 3000, BOULDER, CO 80301
H]_ Protecting Watersheds by Educating Broadcast Meteorologists about Smart Growth
TJT! This grant is directed at broadcast meteorologists who deliver local weather reports. It enhances ongoing training
—I efforts to provide meteorologists with core environmental knowledge that can be easily conveyed to their viewers.
JT| | The Cooperative Program for Operational Meteorology, Education, and Training (COMET), part of the
University Corporation for Atmospheric Research, is developing two units to train meteorologists on how to
report on land use, transportation, sprawl issues, related environmental and health consequences, and the impact
of these issues on local watersheds. The two new units will be incorporated into an existing online curriculum on
watersheds administered by the American Meteorological Society (AMS) and the National Environmental
Education Training Foundation (NEETF). The online curriculum, available on the COMET Web site, is accessed
by broadcast meteorologists, as well as forecasters, colleges and universities, and the kindergarten through grade
12 community. The curriculum will also be available through AMS' Continuing Education Program, which is
required for all certified broadcast meteorologists. By learning how to incorporate environmental knowledge in
daily weather reports, the meteorologists help to educate communities about the relationship between the health
of watersheds and the principles and practices of smart growth. In turn, communities become better educated
about local watersheds and their role in protecting them. NEETF is the partner on this project.
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Maine =
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UNIVERSITY OF MAINE SYSTEM ACTING FOR UNIVERSITY OF MAINE - $61 ,780
KATHRYN CARSON, 571 7 CORBETT HALL, OFFICE OF RESEARCH AND SPONSORED PROGRAMS, ORONO, ME 04469
Aquatic Invaders in Maine [AIM]: Education, Exploration, and Stewardship
Seeking to improve literacy on the aquatic environment and to promote environmental stewardship, this project
involves the development of an education program for 12 Maine middle schools on aquatic invasive species and
related concepts in biodiversity. This program augments science education in middle schools by integrating
information on aquatic invasive species and biodiversity into the curriculum and empowering students to analyze
valuable and useful scientific data. Under the grant, students learn how to use Vital Signs, a monitoring technology CD
that engages and teaches them about aquatic environments. Using hand-held computers, the students identify ^
invasive species and report their observations on an Internet mapping site used by scientists who are tracking the °°
spread and location of these species. These hands-on experiences provide the students a unique opportunity to i- — j
learn and practice scientific skills and methods and to learn first-hand about local ecosystems and ecology. I— LI |
Participating teachers and volunteers attend a 5-day institute at the Darling Marine Center, followed by monthly IffT
in-school visits or field activities by project staff and volunteers. The teachers receive a toolbox to help them — -
teach and learn about aquatic invasive species and their environmental impact, along with guidance on how to _JT|
integrate lesson plans with the existing curricula. Participants in the program learn about the need to collect h — i
meaningful data on aquatic invasive species. These participants also learn about the importance of their role in I — 1 1
preserving aquatic biodiversity, thus promoting environmental awareness and stewardship. The program focuses mTl
on empowering students and members of the local community to utilize "real-world" data that are also useful to -, — '
scientists who track the spread of aquatic invasive species within the State of Maine. Partners in this project I Lf|
include the Maine Shore Stewards Program and 12 middle schools in Maine. prn
Massachusetts Ml
NEW ENGLAND WILDLIFE CENTER - $85,000 !=L
KATRINA BANAGIS, 1 9 FORT HILL STREET, HINGHAM, MA 02043 ||pj
New England's Wild Legacy [LTJ
This project is geared toward students and teachers in low-income communities in and south of Boston, many of
whom have never had the opportunity to learn in outdoor classrooms. The New England Wild Legacy project is
expanding its programming so that schools that receive the Sevens curriculum also obtain the As Clear As Mud TjjT
curriculum. Sevens promotes awareness and understanding of natural objects, and As Clear As Mud enables
students to use this new understanding to assess habitat quality and create individual action plans. The goal of
this project is to develop a model that can be replicated, working with teacher teams and students to provide a ,
continuum in environmental education from elementary to middle school. The project provides teachers and ' — I
undergraduate students with scientific skills and a knowledge base so that they can pass environmental stewardship
on to their students and peers. Staff from the New England Wildlife Center (NEWC) conduct nature walks
around schools and neighborhoods with teachers so that they can become knowledgeable about plants, animals,
and habitats near the classrooms. NEWC co-teaches Sevens and As Clear As Mud with teachers in the classrooms,
and all of NEWC's resources and materials are available to participating teachers and classrooms. In addition,
college students who participate in NEWC's internship program assist teachers and students in the classroom, on Lfl
field trips, and at the NEWC facility. Key project partners include the teachers and principals from Raymond, ^=
East Junior High, and North Junior High in Brockton, Massachusetts; Murphy, Shaw and Uphams Corner LiL|
Charter Schools in Dorchester, Massachusetts; Haggerty School in Cambridge, Massachusetts; Hale School in
Roxbury, Massachusetts; McKay School in East Boston, Massachusetts; and South Shore Public Charter School — -
in Norwell, Massachusetts. |_JT]
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Michigan
a network of effective school leaders who can demonstrate and advance education in sustainability as a critical
LLJ reform approach and to disseminate a model process for building this leadership capacity. To achieve these goals,
g four leadership teams are completing status reports to outline the strengths, weaknesses, and needs in student
achievement, opportunities for involving students in environmental stewardship, existing reform efforts in
sustainability education, and internal capacity. Based on these data, a 2-day retreat is designed where the teams
are provided with training in strategic planning, planning assistance, and existing resources in sustainability
education. After the retreat, the teams develop a strategic plan that outlines 1-, 3-, and 5-year goals and budgets
for: (1) implementing programming to meet the needs identified, (2) involving students in stewardship, (3)
Lfl evaluating the impacts of their efforts on student achievement and environmental stewardship, (4) sustaining
^^1 their work through funding, and (5) promoting the reform work to other educators. Teams are provided with a
JJ_ rigorous framework in strategic planning, technical assistance, evaluation methods, and networking to achieve
the objectives. Creative Change Educational Solutions and four public school districts in New Hampshire, New
York, Michigan, and Minnesota are the partners on this project.
OAKLAND UNIVERSITY-$85,473
DYANNE TRACY, 2000 N. SQUIRREL ROAD, ROCHESTER, Ml 48309
Michigan Teachers' and Students' Honey Bee Apiary Project for Ecology
The Michigan Teachers' and Students' Honey Bee Apiary Project for Ecology (MITSHAPE) increases public
awareness and knowledge about the needs of the common honey bee (Apis mellifera). MITSHAPE, designed for
kindergarten through grade 12 and college undergraduate students, instructs teachers about the skills necessary
to become beekeepers. Using these skills, they can build one or more beehives at the local school district's
environmental center or school property, thus engaging students in the study of entomology, beehive management,
honey and beeswax production, and the impact of honey bees on the local ecology and agriculture. Through
participation in this project, teachers and students engage in environmental stewardship within their communities
and implement actions necessary to address the decline of honey bees that began in 1986. Selected teachers
participate in a three credit-hour course and build an apiary after they complete the coursework. Partners on this
project include the Michigan Beekeepers Association and the National Honey Board.
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VA-WA
Uirginia a
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EARTH FORCE, INC. -$80,480
VINCE MELDRUM, 1 908 MOUNT VERNON AVENUE, 2ND FLOOR, ALEXANDRIA, VA 22301 |
Earth Force Teacher Professional Development Initiative 1
This initiative incorporates teaching strategies and techniques that are linked to improved student performance ^
into watershed education to assist environmental education professionals and educators. This project brings 51
together leading researchers in teacher effectiveness with the award-winning Global Rivers Environmental g
Education Network's (GREEN) watershed curriculum to train a cadre of local environmental educators. The o
Earth Force Teacher Professional Development Initiative trains environmental education professionals, who are CD
expected to work with educators in six states. The goals are to provide the tools needed to assist students as they ^
perform a watershed assessment, conduct balanced research, discover water quality issues from a variety of °°
perspectives, and take action to implement a long-term solution. Earth Force teachers lead real-world stewardship i- — j
projects that enhance student understanding of crucial concepts in environmental science, work alongside I— LI |
watershed experts to use advanced water analysis, and empower students to identify and address a water quality llFT
problem in each designated watershed. This initiative builds on national and local academic standards for — -
teaching essential skills to elementary-, middle-, and high school- aged youth, including critical thinking, problem _JT|
solving, and the application of science to real-world problems. Partners on this project are Western Kentucky h — i
University's Center for Mathematics, Science, and Environmental Education; the Rocky Mountain Watersheds I — 1 1
Volunteer Monitoring Network; Pickering and Associates; RMC Research; and the North American Association mTl
for Environmental Education. -, — '
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Washington \\^\
INDOCHINESE CULTURAL & SERVICE CENTER - $75,000 \^
DONNA WOSKOW, 1 724 EAST 44TH STREET, TACOMA, WA 98404 Ippr
Asian/Pacific Islander [API] Youth Environmental Education Program ^=n
Under this project, Asian/Pacific Islander youth in middle and high school are educated about environmental -j — -I
pollution, risks, and related prevention strategies that affect the surrounding marine environment in Puget Sound. |_JT|
The youth participate in 48 after-school meetings and attend 20 after-school classes using the curriculum
Connections: Guide to a Healthy Environment, and Investigating & Evaluating Environmental Issues & Actions
Skills Development Program. During the meetings and classes, the youth learn how to collect samples and TjjT
conduct laboratory analysis with the assistance of representatives of several non-profit organizations, federal,
state, and local agencies, and universities. After the meetings and classes, the teenagers then reach out to their
peers, parents, families, and senior citizens to share information about local environmental health risks. They ,
prepare, present, and disseminate information, including public service announcements, to the Asian/Pacific ' — I
community using methods that are culturally appropriate. They also make presentations to public school classes
and to adults attending English as a Second Language, citizenship, and other workshops and classes. By
participating in this project, the youth are learning how to take actions to protect the marine environment of
Puget Sound and to promote prevention of pollution in the sound. Members of the local community are, in
turn, more aware of existing environmental risks in the community. The Korean Women's Association ofTacoma/
Pierce County is the partner on this project. Lfl
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AS-AZ
American Samoa g
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AMERICAN SAMOA RESOURCE CONSERVATION AND DEVELOPMENT COUNCIL, INC. - $13,197 gp
PAUL VAN RYZIN, PC. Box 5169, PAGO PAGO, AS 96799 j
Nu 'uuli Polytech High School Conservation Club 1
A combination of classroom presentations, hands-on plant propagation, and public outreach is used to educate ^
high school students and the public about the issue of nonpoint source pollution. Field day events, greenhouse 51
instruction, and communication to the public through newspapers and local public access television are also g
included. High school students are recruited and trained to educate village residents on topics such as stewardship, o
water quality, nonpoint source water pollution, and basic conservation bioengineering. Additional residents of CD
the territory are exposed to the stewardship message through signs and local television coverage. Students learn g
about careers in conservation through their participation in the project. Guest instructors also discuss career °°
options in the environmental sciences. Because local knowledge and expertise in environmental areas are low, it i-—,
is planned that the student training may lead to long-term careers in the environmental sciences, which will I—LI |
benefit the community. The partnerships of the project fulfill a need for improving access to educational tools IffT
and curricula for teachers in the areas of conservation and plant propagation. —-
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Arizona lini
SCOTTSDALE COMMUNITY COLLEGE - $1 2,000 JFH
ROY BARNES, 9000 EAST CHAPARRAL ROAD, SCOTTSDALE, AZ 85256 hE1
Sonoran Desert Biodiversity Educational Outreach Program "pEn
The Center for Native and Urban Wildlife (CNUW), a conservation biology organization based out of Scottsdale — I 1
Community College (SCC), anticipates reaching students in grade 4 over the next two years. The short-term goal | Lj~j"|
is to instill an appreciation and understanding of biodiversity in desert ecosystems; the long-term goal is to be an T=
additional point of reference during a student's education, culminating in greater environmental literacy. Teachers L_L|
are provided with a CNUW learning packet that contains educational materials that meet the Arizona state TFTI
science standards. After they work with these materials, the fourth graders come to SCC, where they tour -j — -I
CNUWs living biodiversity exhibits in Toad Hall, wildlife demonstration gardens, and a greenhouse and |_JT|
amphibian vivarium, and receive a presentation from the Liberty Wildlife Foundation. At these facilities, students
learn about endangered species, reintroduction, restoration, the scientific method, and how all of these concepts
relate to biodiversity and science. TjjT
THE ARBORETUM AT FLAGSTAFF -$19, 555
RACHEL EDELSTEIN, 4001 SOUTH WOODY MOUNTAIN ROAD, FLAGSTAFF, AZ 86001 Lq"
Navajo Uses of Native Plants
The goal of "Navajo Uses of Native Plants" is to educate northern Arizona youth about the traditional uses of
native plants and to encourage stewardship on their part. By teaching school groups to appreciate the traditional
uses of native plants, local children can see that the plants are not only beautiful, but can also be part of their
cultural heritage. The Arboretum plans to recruit and train contract educators from the Indigenous Studies
Program at Northern Arizona University and the Navajo language program at Coconino Community College. Lfl
By training Navajo educators to lead field trips, the Arboretum can offer curricula about native plants that meet - —
the national and state standards for all area schools. I— L
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AR-CA
! Arkansas
spend the first part of the week learning to incorporate the biological, chemical, and physical characteristics of
LLJ stream quality into hands-on and minds-on activities suitable for the classroom. The remainder of the week
g involves an inquiry-based field trip where streamside sampling, on-site analysis, and discussions about outdoor
^ classroom management are experienced.
California
Lyn See page 3 for a profile of a grant awarded to ICLEI-Local Governments for Sustainability, USA and page 4 for a
— profile of a grant awarded to San Diego County Office of Education by EPA Headquarters,
• =: AQUATIC ADVENTURES SCIENCE EDUCATION FOUNDATION - $18,542
]j\ SHARA FISLER, 2211 PACIFIC BEACH DRIVE, SAN DIEGO, CA 92109
l^rj] SEA Series Initiative
|-pn The SEA Series Initiative, a hands-on science classroom program, is provided to students in grades 3 through 6
I—I in the San Diego region. The program at each grade level includes professional development provided to classroom
{jTj teachers, experiential classroom learning, field trips, and thematic units (incorporating language arts, math, and
j— social studies lessons that build off the environmental science theme). In addition, the program encompasses
I LT| lending libraries and a community service component that enables students to translate environmental awareness
into action. Through the community service component, students, families and others are engaged in
environmental stewardship activities such as urban canyon restoration, street cleanups, and on-campus recycling
campaigns. The program fosters education on environmental issues, demonstrates how students and families
can take responsibility for the health of their community's environment, and builds a lifetime stewardship ethic.
CATHOLIC CHARITIES CYO-$5,000
DEIDRE RETTENMAIER, 180 HOWARD STREET, SUITE 100, SAN FRANCISCO, CA 94105
Developing Youth as Environmental Leaders and Stewards
This project, "Developing Youth as Environmental Leaders and Stewards," addresses challenges to the riparian
corridor of two discrete stretches of Salmon Creek and one of its tributaries that run through 220 acres of coastal
redwood forest in Sonoma County. The program will serve students and teachers during 5-day retreats offered
|[jl 24 times throughout the year. A new creek and watershed curriculum has been introduced, emphasizing on-the-
ZZL ground restoration activities that are the direct result of student field study, observation, evaluation, decision
_iL| making, and problem solving. The goal is to develop the environmental leadership and stewardship skills of the
r=~\ students through direct exposure to local environmental challenges.
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CA
COYOTE POINT MUSEUM ASSOCIATION - $6,900 a
CARL OOSTERMAN, 1651 COYOTE POINT DRIVE, SAN MATED, CA 94401 §
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Youth Environmental Stewards (Y.E.S.) Club |
This organization has launched the Youth Environmental Stewards (Y.E.S.) Club for middle school students and §
their families, with emphasis on weekend marine cleanup and recycling projects. The Y.E.S. Club is intended to [5
inspire each young person to protect and preserve the local Shoreline Park by involving them in hands-on, place- ^
based environmental works that will assist them in learning about the park's coastal and marine ecosystems. 51
Participants in the Y.E.S. Club learn, among many other things, the value of a healthy environment, as well as g
principles of scientific inquiry and how they can make a difference in the community. It is believed these rewards o
will encourage youth to consider environmental careers. Projects include soil and water quality monitoring; CD
wildlife population monitoring; and marine and debris recycling. Through these activities, students are able to ^
develop a deeper connection to the environment and begin to understand how the choices they make in their °°
daily lives affect the natural treasures around them. i-—,
FRIENDS OF THE SEA OTTER -$6,000
D'ANNE ALBERS, 1 25 OCEAN VIEW BOULEVARD, SUITE 204, PACIFIC GROVE, CA 93933
In-School Sea Otter Education Program i -—,
The In-School Sea Otter Education Program is a tool for local schools to increase the breadth of academic '—11
disciplines their students experience, emphasizing key issues such as endangered keystone species, conservation, mTl
and ecosystems. Friends of the Sea Otter plans to reach students with their in-class instruction, which includes -,—'
PowerPoint presentations and hands-on stations. The objectives are to increase students' understanding of sea I Lf|
otter biology and the adaptations and impediments to species recovery, thereby giving students the tools they prn
need to protect sea otters and their habitat. Protection of this valuable species depends on the continuing '—' \
education of youth by fostering awareness and introducing the concept of stewardship to younger members of mTl
the community. p^
GENERATION GREEN-$4,900 LjT|
R.C. FERRIS, 2066 DONALD DRIVE, MORAGA, CA 94556
Traveling Trash Transformations
Generation Green will provide at least 20 hands-on workshops on recycled art at libraries and farmer's markets
throughout Contra Costa County. The objective is to inspire people, through creative endeavors, to see the TjjT
potential value of the raw materials that are recycled. The organization hopes to attract participants at the
farmer's markets and students at county and school libraries, who will take part in "eco art" activities that generate
enthusiasm and fun, while teaching folks to use unused, recycled materials, and to think before it is thrown away. ,
Generation Green wants to enable people to create, make, and make do; to inspire people to experiment with '—I
junk. The organization wants to help create a generation of recyclers so that it will be second nature to look at
something discarded and wonder, "What else can this be?" or "What can I make with this?"
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MONO LAKE COMMITTEE -$9,261
BARTSHE MILLER, PO. Box 29, LEE VINING, CA 93541
|i Mono County Eastern Sierra Watershed Program
^ Field trips to local creeks and classroom activities combine to educate grade 6 students in the towns of Mammoth
LJJ Lakes and Lee Vining, California. The program trains volunteer docents from the Stand By Me Mentor Program
;< and teachers at a workshop to increase staff capacity to provide an appropriate ratio of students to supervisors in
^ the field. The idea of the program is to educate students about the importance of scientific research in land
§ stewardship. Students are introduced to field monitoring techniques and the specific topics employed in
> monitoring. They also learn fish surveying, stream flow measurement, and greenline transect. The results of
LLJ their activities are gathered into a database that future classes can use and expand. The work that the students
o engage in is similar to a range of activities that local area professionals conduct in the field. These professionals,
^ who lead the programs, have an opportunity to explain their jobs to students before they demonstrate the
monitoring techniques so that students see how these activities can be part of a career in the environmental field.
NORTHERN CALIFORNIA SOCIETY OF AMERICAN FORESTERS - $1 0,000
HEATHER MORRISON, PO. Box 339, CAMPTONVILLE, CA 95922
:=, Forestry Institute for Teachers
JJ_ The Forestry Institute forTeachers will reach teachers in kindergarten through grade 1 2, using the forest ecosystem
as a tool to provide them the skills and knowledge needed to teach their students about the intricate relationship
between forest ecology and sustainable forestry, and to use the ecosystem to teach universal concepts. The
institute offers three workshop sessions per year in forested areas in various Northern California settings. Each
i- — session is a 6-day, hands-on field workshop. Participants are trained and encouraged to use existing materials
I— L| such as Project Learning Tree, Project WILD, and Project Aquatic WILD. Field trips include a tour to spotted
TFil owl habitat, a lumber mill, an actively managed forest, a salmon-bearing stream, and a meadow restoration site.
RISING SUN ENERGY CENTER - $1 5,000
ORI SKLOOT, 2033 CENTER STREET, BERKELEY, CA 94704
Solar Education Workshop
Rising Sun Energy Center sponsors 1-day Solar Education workshops four times a year for the professional
development of teachers in grades 4 through 12 to teach them how to lead conservation and renewable energy
projects for their students. The workshops cover energy-efficient home design, home energy conservation, solar
electricity, and solar water pumping. The teachers receive a guidebook with grade-specific curriculum and
projects. Furthermore, the teachers have on-going access to an online library of solar energy and energy
conservation technologies, which they can borrow to use in their classrooms. They also learn how to use solar
energy technology and receive background information on the global, national, and state energy situation. This
effort brings students a hands-on experience of energy education through projects such as solar race car building,
passive solar home model building, solar electric wiring and circuits, and home energy efficiency retrofitting.
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STAR, INC. -$9,938 g
KATYA Bozzi, 10117 WEST JEFFERSON BOULEVARD, CULVER CITY, CA 90232 §
STAR Kids Lead LA. I
This program explores environmental issues pertaining to the Santa Monica Bay Watershed through hands-on §
watershed classes, field trips to Santa Monica Bay habitats, and real-world stewardship projects, all through daily [5
after-school programming. The idea is to develop a model program that educates students about local ^
environmental issues surrounding the watershed. Nine-week after-school courses are delivered centered on 51
laboratory activities and encounters with wildlife rescues. Field trips are included to various living habitats in the g
Santa Monica Bay Watershed. The program culminates in a community action project, where students test their o
newly acquired knowledge in the real world by undertaking a service learning action project that manifests their CD
personal concerns and visions for their own health and of the community. Examples of action projects are local ^
beach, school, or neighborhood cleanups, wetland restorations, recycling projects, and educational murals. °°
THE WATERSHED PROJECT - $6,000 Mi
WENDY STRICKLAND, 1 327 SOUTH 46m STREET, #1 55, RICHMOND, CA 94804 [Lp
Healthy Schools Inside and Out ^PH
The Watershed Project is offering its "Healthy Schools Inside and Out" program in a new location: Contra IT—I
Costa County. "Healthy Schools Inside and Out" is a program that builds on California's Healthy Schools Act ' — 1 1
of 2000, which established requirements for notification on pesticide use in school buildings and on school mTI
grounds. Its 1-day workshop for teachers offers activities that will dramatically and effectively illustrate the -, — '
impact of toxins on the environment and human health in ways that excite participants and stimulate them to I Lf|
learn and think critically. It also gives them both the tools and support to implement what they have learned with prn
their students and communities. ' — '
a
YOLO BASIN FOUNDATION - $1 0,000 h=r
DONALD MORRILL, PC. Box 943, DAVIS, CA 9561 7 J=L
Discover the Flyway Educators ' Workshops J=U
The Yolo Basin Foundation's "Discover the Flyway" educational program is intended to make wetlands and their |_JT|
stewardship, in the context of the Yolo Basin, a consistent educational component of the schools of Sacramento. -, —
This project's goal is to train teachers, volunteers, and interns so they become skilled educators for the program. I — I
Seven workshops will be delivered throughout the year. The workshops focus on many of the ecosystem processes TjjT
and beneficial aspects of the Yolo Wildlife Area and nearby City of Davis Wetlands. The program seeks to -
expand educators' awareness of local conservation efforts, the compatibility of urban life and agriculture, flood _J£J
control, effective wildlife management, and how all these factors contribute to a healthy delta ecosystem. pr-
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| YOUTH EMPLOYMENT PARTNERSHIP - $1 3,550
^ MICHELE CLARK, 2300 INTERNATIONAL BOULEVARD, OAKLAND, CA 94601
|i Team Oakland Environmental Stewardship Program
^ Youth are engaged in hands-on, nontraditional environmental education, as well as introduced to careers in the
LJJ environmental field through the Team Oakland Environmental Stewardship Program. It provides a
;< comprehensive environmental and science educational program to youth enrolled in Youth Employment
^ Partnership's (YEP) Team Oakland program and to students in the YEP Charter School. These youth take part
§ in 25 hours of classroom-based education on the local marine and coastal environment, 25 hours of in-field
> education on coastal and marine resources and ecology, and 50 hours of cleanup at Lake Merritt and sites along
LLJ the Oakland Estuary. In addition, they participate in a public awareness campaign to educate local merchants
o and businesses about how they can help prevent drainage of toxins to the San Francisco Bay. Educational
0X1 programming is delivered by graduate students from the University of California, Berkeley's, College of Natural
Resources, and from a credentialed science teacher from the YEP Charter School.
Colorado
See page 4 for a profile of a grant awarded to the University Corporation for Atmospheric Research by EPA
Headquarters.
COLORADO ALLERGY & ASTHMA CENTERS - $1 0,000
ROBIN LYNN WILSON, 1 25 RAMPART WAY, SUITE 200, DENVER, CO 80230
11—| Breathe Right Better Bus Colorado Air Project
I—I The non-profit Breathe Better Foundation (BBF) was founded in 1993 by staff and volunteers of the Colorado
{jTj Allergy and Asthma Centers. Its mission is "improving the quality of life of children and adults with asthma and
j— allergies." The Breathe Right Better Bus is a direct service program of the BBF and promotes lung health,
I LT| knowledge of asthma, and indoor and outdoor air quality issues, and reinforces youth tobacco prevention
messages. The project uses existing and newly enhanced environmental education curricula to public and private
schools (kindergarten through grade 8), along with local community health fairs. The program is also conducted
at six sites, including several elementary and middle schools, along with local health fairs. Outcomes expected
are increased student and teacher awareness of air quality and pollution issues and increased decision-making
skills on how to improve air quality in their local community. The Breathe Right Better Bus has a proven 4-year
record with more than 85 site visits per year.
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ENVIRONMENTAL LEARNING FOR KIDS - $48,100
STACIE GILMORE, 14460 EAST 50TH AVENUE, DENVER, CO 80239
Youth in Natural Resources - Science and Environmental Career Development
Environmental Learning for Kids (ELK) is a non-profit, community-based environmental education organization
|[jl with programs that give participants the opportunity to experience Colorado's natural world. The program also
enables participants to increase their science skills, participate in stewardship projects, and be exposed to careers
in the field of natural resources. Youth in Natural Resources introduces youth in northeast Denver and Commerce
City to environmental issues, science, natural resources, and environmental-related careers while building skills
in critical thinking and providing new opportunities for youth to experience Colorado's outdoors. ELK staff
provide interactive, academically based environmental education programs and mentoring programs to students
from the neighborhoods of Park Hill, Montclair, Green Valley Ranch, Montbello, and Commerce City. The
delivery methods include career exploration through monthly environmental activities, college campus visits,
college preparation, and summer work experience. Expected outputs include stewardship, such as pollution
prevention, watershed protection, water quality monitoring, and wildlife habitat improvement, which will help
the target audience become stewards in their communities while developing an informed, active constituency.
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FRESHWATERS ILLUSTRATED - $24,200 a
JEREMY MONROE, PO. Box 2252, FORT COLLINS, CO 80522 §
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Riverwebs: An Educational Documentary on Stream Ecosystems and Aquatic Conservation |
Freshwaters Illustrated (FI) is a non-profit organization that works to raise public awareness about freshwater §.
biodiversity, science, and conservation. Colorado State University (CSU) is the primary project partner, helping [5
to facilitate production and promotion of Riverwebs. Riverwebs and its accompanying DVD, along with online ^
resources, contributes to EPA's environmental education priority of community issues. It provides an educational 51
resource that can help introduce a general audience, which includes classrooms and community groups, to river g
ecosystems, water pollution issues, and their conservation needs. The students are introduced in both formal o
and informal settings to the field of aquatic ecology and are provided resources and references for exploring this CD
discipline. The educational DVD package is distributed to students in grades 6 through 12, college teachers, ^
conservation groups, and educators through promotions with national societies and organizations. The expected °°
output is that the DVD package and online resources will increase public awareness of freshwater ecosystems, i-—,
habitat restoration and destruction, along with the continuing growth of invasive species. I—L|
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FRONTRANGE EARTH FORCE - $15,000 •=
LISA BARDWELL, 2120 WEST 33RD AVENUE, DENVER, CO 80211 S|
Greenways Project: Using Greenways to Help Educators Integrate Science, the Environment, and Service Lll|
Learning [|nj
The non-profit FrontRange Earth Force (FR Earth Force) was established in 1997 as part of an initiative sponsored p=
by the Pew Charitable Trust, designed to encourage disadvantaged youth to become active in community service. LrL|
Today, this independent organization is one of eight Earth Force field offices operating across the country. The ^JT|
purpose of the Greenways Project is to increase the environmental literacy of science teachers and their students —-I
and encourage participants to increase their stewardship commitment to improving and protecting the [Ln
environment. The project offers professional development training on how to teach content material using h—
effective inquiry-based strategies. Outputs include training courses, intensive workshops, and on-going coaching I—I
and technical assistance. In addition, field excursions provide hands-on instruction for teachers and their students, TjpTI
promote student development of a service-learning project designed to address an environmental concern, and -,—I
enhance student exposure to a range of environmental careers. Students gain hands-on experience as they study |JT|
native and non-native plants and wildlife, water quality, biodiversity, ecosystem dynamics, and the effects of
urban growth on the system.
Connecticut
CONNECTICUT COALITION FOR ENVIRONMENTAL JUSTICE - $10,755
MARK MITCHELL, PO. Box 2002, HARTFORD, CT 06145
Bridgeport Asthma Speakers' Bureau
The target audience of the Bridgeport Asthma Speakers' Bureau is the residents in Bridgeport's low-income I—L
neighborhoods. The speakers are drawn from neighborhood residents who are trained to educate their peers on TfT
asthma and on taking control of the indoor and outdoor environments. The first effort is focused on recruiting —-
low-income residents who have the cultural and linguistic competency for four train-the-trainer workshops of _JT]
about two hours each. Community residents and families are then invited to attend community asthma and air -,—
quality talks and strategy sessions for resolving problems. These residents are recruited through local community I—
partners. The incentives offered to the residents attending the meetings include transportation, refreshments, TjjTI
and childcare.
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| NEW HAVEN ECOLOGY PROJECT - $1 0,022
^ BETSY SNEATH, 358 SPRINGSIDE AVENUE, NEW HAVEN, CT 0651 5
Earth Day At Common Ground
This organization holds an annual Earth Day festival for students in grades 1 through 6 and adults. During this
LJJ day-long festival, participants are educated on food systems and on local, sustainable food, ecosystem protection,
;< pollution, recycling, and organic farming. The festival raises the awareness of participants on their role in
^ environmental protection and their connection to the natural world. These goals are achieved through interactive
§ lessons and tours by trained Common Ground High School student and adult staff volunteers.
>
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u NEW HAVEN URBAN RESOURCES INITIATIVE - $1 0,750
§ COLLEEN MURPHY-DUNNING, 205 PROSPECT STREET, NEW HAVEN, CT 0651 1
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Open Spaces as Learning Places
This project reaches students in grades 4 through 6 in an urban setting on the ecological systems around them.
Open Spaces as Learning Places focuses on six types of urban open space in New Haven: school grounds,
reclaimed abandoned lots that are now community-managed, city parks, rivers and wetlands, pond life, and
historical cemeteries. Through these open spaces, students are educated on water cycles, nutrient cycling, wildlife
biodiversity, forest structure, the connection between species and habitat diversity, and adaptation, and the impact
JJ_ of the urban environment on its natural counterpart. Teachers are trained to both educate the students about
these open spaces and to continue the open space curriculum.
Delaware
PARTNERSHIP FOR THE DELAWARE ESTUARY, INC. - $1 5,000
KATHY KLEIN, ONE RIVERWALK PLAZA, 1 1 0 SOUTH POPLAR STREET, SUITE 202, NEW CASTLE, DE 1 9801
Teachers & Trees
Teachers & Trees is a pilot program to help teachers in kindergarten through grade 12 understand the importance
of native tree restoration and the critical environmental role they play in the Delaware Estuary ecosystem. The
program provides participants of the Delaware Estuary Teachers Watershed workshops the opportunity to work
with scientists to learn research methods. Teachers learn about available educational resources and work toward
including what they have learned into the school districts' curriculum. The program increases awareness and
develops environmental stewardship in students, parents, community landowners, and elementary, middle, and
high school teachers in the estuary.
District of Columbia
ENVIRONMENTAL LITERACY COUNCIL - $1 5,000
KENNETH GREEN, 1625 K STREET, NW, SUITE 1020, WASHINGTON, DC 20006
A Critical Review of Energy Literacy in K- 12 Environmental Education Materials
The Environmental Literacy Council has reinvigorated its review of environmental education materials and
science textbooks by launching a review of materials related to energy literacy. Areas where current educational
materials are considered to be falling short on teaching the fundamental scientific and economic concepts are
identified to help students develop a deeper understanding of environmental issues related to energy literacy. A
report generated through the review process will form the basis for the Energy Literacy Resource Guide. Middle
school science teachers, curriculum coordinators, and science supervisors in school districts across the country
are the target audience for this grant.
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DC-FL
WILLIAM JAMES FOUNDATION - $1 5,440 a
IAN FISK, 1 400 1 GTH STREET, NW, SUITE 1 01 , WASHINGTON, DC 20036 §
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Smart Fuel Project |
The William James Foundation Smart Fuel project engages middle school teachers and students of the §.
Wissahickon Charter School located in Philadelphia, Pennsylvania. Students learn to create biodiesel, a climate- [5
friendly, vegetable oil-based fuel that reduces almost all criteria pollutants and can be used in any diesel vehicle. ^
This program includes three major components: (1) biodiesel processor design and development, (2) on-site
processing, and (3) community outreach. The main audience is middle school teachers and students, who will
also provide community outreach and education on the creation and effects of biodiesel. Based on safety and
other design features outlined by Smart Fuel and a system designer, students participate in the actual design of CD
the system. The students also participate in construction and processing. Finally, the students host an evening ^
"view and brew," where they open the processor to the community to explain how biodiesel is created and its °°
environmental benefits. Particular attention is paid to include other middle school students in field trips to the i- — ,
processor. I— L| |
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Florida ^
DUVAL COUNTY HEALTH DEPARTMENT ENVIRONMENTAL HEALTH & SAFETY DIVISION - $9,881 Ippn
ANTOINETTE JACKSON, 900 UNIVERSITY BOULEVARD, NORTH SUITE 300, JACKSONVILLE, FL 3221 1 T=^
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Duval County Integrated Pest Management [IPM] Practices -, — L|
The Duval County Cooperative Extension Service is providing four modules on household Improved Pest I Lf|
Management (IPM) train-the-trainer workshops. These modules include: (1) general IPM; (2) lawn: insect prn
pests, disease, and weeds; (3) garden; and (4) home: ants, cockroaches, and termites. This certificate-based ' — ' \
training is delivered to health department staff and community volunteers. The certified trainers are provided | Lj~j"|
with train-the-trainer kits to deliver workshops in home improvement and hardware stores, and to neighborhood p^
associations and community organizations. The Duval County Cooperative Extension Service uses public service LiL|
announcements, health fairs sponsored by community organizations, brochures and flyers for healthcare partners, TFTI
and informational resources to obtain participants once trainers have been certified. - — -I
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FLORIDA STATE UNIVERSITY - $7,450
GANG CHEN, 97 SOUTH WOODWARD AVENUE, TALLAHASSEE, FL 32306
[Ln
Incorporation of Ecology and Biology Education in Environmental Engineering
Florida State University (FSU) incorporates ecological and biological sciences into its existing environmental
engineering program. A curriculum on Environmental Ecology, Wetland and Environmental Restoration, and i
Applied Environmental Microbiology has been established to provide specialized study in environmental ecology ' — I
and environmental biology. FSU uses research field facilities for teaching and provides practical experience for
students to gather first-hand information on environmental restoration. This course fulfills a need since the
. . . . .... . . ....
original program offered only traditional water and air quality engineering education without specializing in the
ecological and biological aspects of the environment. The project trains the students to obtain knowledge on
natural sciences relevant to environmental engineering and increases their ability to understand the impact of
engineering solutions in a contemporary interdisciplinary environmental issue. Their ability to work on multi- Lfl
disciplinary teams will therefore be enhanced. ^=
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| RESOURCE DEPOT, INC. -$4,258
DEB ROMANELLI, 3560 INVESTMENT LANE, #1 03, RIVERA BEACH, FL 33404
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Assisting Communities to Thrive (ACT)
Resource Depot, Inc. presents a program called Assisting Communities to Thrive (ACT). This project increases
LJJ awareness of the economic and lifelong environmental advantage of using free reusable materials derived from
;< landfills. High school science teachers participate in workshops to learn how to teach environmental education
^ with ease and to share environmental information with the community using student-led teams. The teachers
§ also learn how to obtain free reusable materials for education projects. In turn, the students learn how to gather
> discarded materials and create fliers and brochures to distribute to business owners about how to reduce waste.
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§ UNIVERSITY OF CENTRAL FLORIDA - $12,012
^_ RICHARD PARADISE, 12443 RESEARCH PARKWAY, SUITE 207, ORLANDO, FL 32826-3252
Energy Conservation and Sustainability
This project addresses the community issue of energy conservation. Energy and environmental awareness
workshops are conducted for students living in the university residences and building managers who administer
all educational and general buildings on campus. This project is intended to change cultural thinking about
energy conservation and sustainability in their community. The long-term goal is to develop an Energy
JJ_ Conservation and Sustainability initiative to reduce energy consumption. The medium-term goal is to reduce
energy consumption along with greenhouse gas emissions by at least 10 percent. The project also provides
volunteer opportunities and involves the development and distribution of a newsletter, and the conduct of
energy project demonstrations.
Georgia
BIBB COUNTY BOARD OF EDUCATION KEEP MACON BIBB BEAUTIFUL, INC. (KMBB) -$10,000
KARL JOHNSTON, 601 MULBERRY STREET, MACON, GA 31201
Waste In Place
The Keep Macon Bibb Beautiful program hosts workshops for teachers in grade 3 in the Bibb County Board of
Education (BOE) system. Bibb County has committed to implement an environmental education program
throughout the school system that teaches children how to make personal and informed choices that will positively
affect the environment around them. The curriculum, Waste in Place, uses an integrated approach to manage
municipal solid waste. It includes a multitude of hands-on projects to teach environmental stewardship as well
as responsible solid waste management practices that may be implemented in schools and homes. Students
enrolled in grade 3 in the 31 elementary schools in Bibb County receive instruction from teachers who participate
in the workshops.
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MEDLOCK ELEMENTARY SCHOOL-$4,000 a
PAIGE STANFIELD, 2418 WOOD TRAIL LANE, DECATUR, GA 30033 §
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Georgia Native Plants: Teaching Skills and Stewardship Through Gardening |
The Medlock PTA sponsors the Georgia Native Plants Initiative at Medlock Elementary School, which supports §.
and enhances an already established gardening program. By working directly with soil, seeds, and plants, students [5
learn about the life cycles of plants and flowers, the animals these plants support, and the importance of habitat ^
and environmental stewardship. Pre-kindergarten through grade 5 students participate in this endeavor. Benefits 51
of the project include an improved community garden and butterfly habitat, which not only teaches and serves g
the teachers and students, but also senior citizens, providing a location for environmental learning, community o
activities, and community environmental stewardship. Special needs students are included in the target audience. CD
Teachers participate in 2-day Project WILD workshops, which focus on teaching skills, strategies, and proven ^
instructional tactics that help motivate student learning and participation. °°
Hawaii \^-\
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HANALEI WATERSHED Hui - $17,357 -=.
BARBARA KAAUMOANA, PO. Box 1285, HANALEI, HI 96714 LULI
Sediment Pollution and Erosion Control in the Watershed LJJ|
This environmental education program reaches students in grades 5 and 6 on the North Shore of Kauai. Its focus mTI
is on sediment pollution in the Hawaiian watershed, how it is caused, its effects on fresh water and coral reef i—'
ecosystems, and how the pollution can be controlled. The program provides a hands-on stewardship experience I Lf|
that combines classroom learning with outdoor experiences. Students work together in cooperative groups to prn
conduct field research on a local trail to assess the sediment and erosion problem. They then design and implement '—' \
a community-based traditional restoration project that will reduce erosion on the trail. In a final reflective phase, | Lj~j"|
the students analyze and synthesize their findings into reports and presentations that they will share locally and p^
on their Web site. LH
Idaho
FRIENDS OF THE TETON RIVER - $10,584
LYN BENJAMIN, 36 EAST LITTLE AVENUE, PO. Box 768, DRIGGS, ID 83422
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Blackfoot Farms Outdoor Classroom Project
The Teton Watershed Curriculum is implemented via the Blackfoot Farms Outdoor Classroom on the Blackfoot
Farms Property. This curriculum was developed by Friends of the Teton River under a previous EPA grant. This i
curriculum is preparatory, in-field, and provides follow-up resources for learning about watershed science. Friends '—'
of the Teton River has collaborated with Blackfoot Farms on this outdoor classroom and watershed rehabilitation
project for students in kindergarten through grade 12. The outdoor classroom provides two teacher workshops
and teaches the existing curriculum to local students on site. In addition, two wetland ponds and Kid's Creek are [HI
rehabilitated and monitored for native Yellowstone cutthroat trout habitat. The projects include creating
interpretive signs for rehabilitating sites and the outdoor pavilion and facilitating a student-made portfolio of all
activities over the length of the project. Friends of the Teton River will work with teachers in kindergarten Lfl
through grade 12 and students from elementary, middle, and high schools. -—
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PALOUSE-CLEARWATER ENVIRONMENTAL INSTITUTE - $1 4,805
GREG FIZZELL, PO. Box 8596, Moscow, ID 83843
pi Building a Water-Conscious Moscow
^ Palouse-Clearwater Environmental Institute delivers locally developed, age-appropriate water-conscious curricula
LJJ to teachers and students in kindergarten through grade 12. Classrooms participate in educational programs, and
;< then the students are assigned to assess water use at their homes. The results are discussed in the classroom, and
^ the students are given the opportunity to sign a pledge to be a "water-conscious citizen." In addition, a Water-
§ Conscious Business Program provides training and consultation to businesses in Moscow about ways to conserve;
> businesses that participate in the training receive recognition for their role as a regional leader in conservation.
LJJ
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g UNIVERSITY OF IDAHO-$26,708
"^ STEVE HOLLENHORST, PO. Box 443020, Moscow, ID 83844-3020
Growing What Works: A Graduate Residency and Outreach Program
The University of Idaho implements a cross-disciplinary graduate course of study in environmental education
that includes a one-semester teaching residency at McCall Outdoor Science School (MOSS). Graduate students
Lfj from across the country and Americorps members in the community participate in the training on community
"^i ecology, environmental education testing methods, low-impact outdoor travel, and Global Learning and
JJ_ Observations to Benefit the Environment (GLOBE) program protocols. The graduate students subsequently
serve as environmental education field instructors in a 10-week teaching residence at MOSS. Concurrently, they
take three graduate-level courses and earn 15 credits over the course of the semester. Students in grades 5 and 6
[Ln I participate in a 5-day ecosystem monitoring study using scientific protocols. Students spend six hours a day in
i-—I the field collecting data and two hours in a laboratory setting analyzing, comparing, and synthesizing data across
I—L| several different ecosystem types. Classroom teachers participate in all aspects of the field and laboratory studies.
TFjl In the spring after the MOSS teaching residency, the graduate students will deliver MOSS outreach programs to
—I additional students in grades 5 and 6 across the state.
Illinois
CITY OF CHICAGO, DEPARTMENT OF ENVIRONMENT, COMMUNITY PROGRAMMING AND OUTREACH - $43,345
JURI JONES MOORE, 30 NORTH LASALLE STREET, SUITE 2500, CHICAGO, IL 60602
Becoming an Environmental Steward
Local university interns educate students in 24 Chicago public schools about environmental issues in the urban
community. The project is an outgrowth of activities used to promote America Recycles Day and incorporates
the Growing Green environmental education curriculum developed by the state Department of Environment.
The project is divided into two phases. The first phase focuses on recycling. Students explore issues related to
recycling and its environmental implications, such as resource depletion and finite landfilling capacity; and
barriers to recycling in urban environments. They also study efforts the city is undertaking to encourage recycling;
the benefits of recycling, both economic and environmental; steps students and individuals can take to increase
recycling at school, home, and play; and ways to make recycling a factor in daily decisions and choices. They
capture the information on video. Interns are trained to work with students in developing creative videos that
i—i focus on the environmental issue of the students' choice. In the second phase, the students select another issue as
I I
—1a focus for Earth Day. The issue concentrates on plants, natural resources, energy, and recycling. The second
issue also is captured on video as a class project.
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CSA LEARNING CENTER-$10,000 g
TOM SPAULDING, 1547 ROCKTON ROAD, CALEDONIA, IL 61011 §
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Roots and Wings |
The Roots and Wings program increases the capacity of at-risk youth in the Rockford, Illinois, area to serve as §
environmental stewards in their community through hands-on farm- and garden-based education and community [5
service. Youth learn about the environmental and health impacts on the food system and serve as peer leaders to ^
help design and lead activities. Parents, community members, and civic leaders are engaged with environmental 51
and health issues through the expansion of a youth-led farmers market business and production of the area's first g
youth-generated arts performance about food, health, and the environment. o
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LEWIS AND CLARK COMMUNITY COLLEGE - $35,521 |
JESSICA PASCOE, 5800 GODFREY ROAD, GODFREY, IL 62035 °°
Environmental Conflict Resolution L3J
In an effort to develop a best practice in environmental stewardship, the National Great Rivers Research and Tjn"
Education Center (NGRREC) established a program of participative experiences in conflict management on
environmental policy issues. NGRREC is a partnership of three primary parties: the University of Illinois at J-T]
Urbana-Champaign, Lewis and Clark Community College, and the Illinois Natural History Survey. High IT—I
school teachers and their students are targeted from southwest Illinois. A teacher professional development '—11
workshop is created to cover the following issues: techniques of conflict resolution, background on environmental mTl
issues such as management of wetlands in the Mississippi and Illinois River watersheds, building levees for -,—'
economic development, conservation, environmental protection, protection of agricultural areas and tourist LtL]
areas, and identification of the primary interests of all parties involved in these issues. These parties include prn
promoters of economic development, tourism, transportation, recreation, and agriculture. Teachers are provided '—' \
with a curriculum to integrate into their lesson plans. mTl
Indiana ^
IMPROVING KIDS' ENVIRONMENT INC. - $1 5,729
JANET McCABE, 1201 NORTH CENTRAL AVENUE, #9, INDIANAPOLIS, IN 46202
Smart Schools Don 't Idle
"Smart Schools Don't Idle" educates students, teachers, staff, administrators and parents at Indianapolis elementary [fl
schools about the environmental and health effects of unnecessary vehicle idling. The goal of the project is to
provide a prototype that educates the entire Marion County elementary school community on the health effects
of motor vehicle idling and to dispel myths about motor vehicle idling. As a result, students, parents, school ,
administrators, and teachers have the necessary tools to make informed decisions about how their personal ' — I
behavior affects air quality. Workshops are presented to teachers and school staff so they can learn about the
project. By adapting existing materials, as needed, the project provides teachers with classroom activities and
information that will help children understand how pollution is emitted by idling vehicles and how the emissions
affect their health and the environment. T=T
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Iowa
issues. Elementary school students study life forms and habitat on a river, the role of wetlands, sources of
LLJ pollution and their effects on the river, and the impact of man-made structures on the river. ATECC staff train
g UNI staff to use the Connected by a River educational CD-ROM and to use local environmental programs in
^ the community for education. Educators implement the CD-ROM guidance and conduct field trips with a
group of inner-city children during the UNI after school and summer program. Students learn about
environmental issues and environmental careers and see first-hand professionals working in environmental fields
during the field trips. ATECC will evaluate the pilot program and develop a PEER guide to assist additional
instructors in replicating the PEER project based on the evaluation.
IOWA DEPARTMENT OF NATURAL RESOURCES - $13,199
BRIAN SOENEN, 502 EAST NINTH STREET, DES MOINES, IA 50319
A Watershed Awareness River Expedition (AWARE)
[Ln Project AWARE is coordinated by the Iowa Department of Natural Resources and Keepers of the Land volunteer
i-—| programs. This project focuses on watershed education and environmental stewardship. The goal of this project
I—L| is to involve students, adults, and members of the community in analysis of water quality data to see how water
TFil quality changes throughout the watershed. IOWATER, a volunteer water quality program, is used to analyze
—I water quality. Participants study habitat change, stream flow, and land use.
IOWA DEPARTMENT OF PUBLIC HEALTH - $30,376
SARA COLBOTH, LUCAS STATE OFFICE BUILDING, 321 EAST 1 2TH STREET, DES MOINES, IA 5031 9
Pesticides and Chemicals in Child Care
A childcare workgroup consisting of six agencies educates teachers, students, parents, and community leaders
about threats to human health from environmental pollution, especially as it affects children, and how to minimize
human exposure to preserve good health. These agencies include the Department of Public Health; Department
of Human Services; Department of Agriculture and Land Stewardship; Department of Education; Iowa Poison
Control Center; and Iowa State University Extension. The target audience is licensed childcare providers. This
project protects children enrolled in childcare centers throughout Iowa from injury and illness caused by exposures
from misuse of hazardous chemicals that are used in childcare centers. The Iowa Department of Public Health
has developed and distributed educational materials through this project that explain the EPA labeling system,
the importance of reading product labels, whether there is a need to use some chemicals to correct a problem, and
Integrated Pest Management. Educational seminars are held throughout the state. In addition, educational
materials are distributed, and the importance of safe and proper use of pesticides in the presence of children is
discussed.
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KS-KY
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Kansas
B
at
AMERICAN LUNG ASSOCIATION OF KANSAS - $44,740 gp
LYNN CRABTREE, 4300 SW DRURY LANE, TOPEKA, KS 66604 j
Rehab the Lab - Removing Hazardous Chemicals from Classrooms 1
The American Lung Association of Kansas, in partnership with Kansas State University, coordinates and conducts ^
four workshops that target high school chemistry teachers in Kansas. This project educates high school, college, 51
and university science teachers about the potential respiratory and other health risks to students and others when g
they are exposed to hazardous chemicals. This project helps high school science teachers acquire the skills and o
some of the supplies needed to return to their classrooms and begin using "green science" and micro-scale CD
chemistry experiments. One workshop for college and university faculty is held in conjunction with the Kansas ^
College Chemistry Teachers conference. All four workshops offer lectures about rehabilitating the laboratory °°
and laboratory safety, followed by two simultaneous hands-on laboratory tracks using green science experiments i-—j
and principles of teaching and demonstrations with micro-scale chemistry kits. I—L| |
L^
K-STATE RESEARCH & EXTENSION WYANDOTTE COUNTY - $2,948 -=•
LYNN LOUGHARY, 9400 STATE AVENUE, KANSAS CITY, KS 66112 LULI
Backyard Composting Educational Program LJJ|
K-State Research & Extension and Wyandotte County Extension Master Gardeners created four compositing mTI
demonstration sites that educate elementary school students and adults on a variety of different backyard i—'
composting techniques and how to recycle yard and garden waste. Master gardeners provide and maintain the LtL]
demonstration sites and teach the composting workshops throughout the year. prn
Kentucky |5|
LINCOLN RESOURCE CONSERVATION & DEVELOPMENT AREA, INC. - $7,760 i=L
JILL BUTLER, 589 WESTPORT ROAD, ELIZABETHTOWN, KY 42701 \j[\\
Sinking Creek Watershed Education Outreach Initiative |jTj
This environmental educational outreach initiative enhances the awareness of local residents on environmental
issues that involve pathogens and sedimentation, which are threats to the water quality of Sinking Creek. The
target audience includes local residents, loggers, and farmers in the watershed area, teachers in kindergarten [fl
through grade 12 at schools in Breckinridge and Meade Counties, and students in the science classes in
kindergarten through grade 8. This project is accomplished by disseminating educational tools and materials to
local residents through community events, public forums, an agricultural field day, and workshops for local i
educators. '—'
MASON COUNTY SCHOOL SYSTEM - $9,303
TIM MOORE, 2ND & LIMESTONE STREET, PC. Box 130, MAYSVILLE, KY 41056
TRAIL WAYS Nature Trail on School Grounds !=!.
TheTRAILWAYS project established an outdoor classroom and nature trail on school grounds that brings high- Lfl
quality environmental education to students in kindergarten through grade 12, school personnel, and the -—
community. The nature trail teaches students the species of trees that are native to the area while preserving a L_L
natural history for the community. In the outdoor classroom, students learn genus and species along with care
and maintenance of the trees planted.
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KY-MD
| WESTERN KENTUCKY UNIVERSITY RESEARCH FOUNDATION - $41 ,71 4
^ KAREN POWELL, OFFICE OF SPONSORED PROGRAMS, 1 906 COLLEGE HEIGHTS BOULEVARD #1 1 01 6, BOWLING GREEN, KY
IM
I Lnl
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42101-1016
^ Expanding Environmental Discovery Within Rural Communities
i — i
LJ-j Environmental education and community issues — with emphases on clean water and ecosystem protection — are
i3 promoted through the Expanding Environmental Discovery within Rural Communities program. Under this
•g grant, teachers representing schools located near Mammoth Cave and Brigadoon State Nature Preserve participate
g in workshops to learn how to develop and facilitate effective environmental learning experiences. By focusing on
^ the ecosystem in which they live, the teachers are educating rural youth about their role in protecting the
to environment. The participating students, who write about environmental issues local to the area, are in turn
§ helping to educate members of the community about topics such as clean water and protection of the ecosystem.
CM
Maine
See page 5 for a profile of a grant awarded to the University of Maine System acting for University of Maine by
Lfj EPA Headquarters.
LjT CULTIVATING COMMUNITY - $33,200
CRAIG LAPINE, PC. Box 3792, PORTLAND, ME 04104
Earth Steward Garden Initiative
The Earth Steward Garden Initiative educates middle school and high school students on environmental
stewardship through food-based issues. The project includes gardening programs at area schools. Teachers and
students explore the environmental impacts they cause as consumers and producers of food so that they may
assess the ecological consequences of food choices, value local foods as a way to minimize resource use and
preserve open space, and learn techniques to minimize waste streams and conserve soil fertility. This organization
implements the program through school partnerships and youth programs. It expects to partner with at least
three schools and train several teachers in Cumberland County on food- and garden-based programs. This
organization's Compost Corps program also expects to enroll high school students to participate in this program.
Maryland
ANNE ARUNDEL COMMUNITY COLLEGE - $9,440
MARTHA SMITH, 1 01 COLLEGE PARKWAY, ARNOLD, MD 21 202-1 895
StreamWaders Program
Students investigate the relationship between land cover and water quality in the Chesapeake Bay watershed.
The activity is integrated into the existing Environmental Science curriculum at the community college, which
includes segments on bay ecology and threats to water quality. The project provides a hands-on, field-based
approach to learning the importance of tributary management and land use planning in protecting the bay.
Students participating in the project are given a broad overview of the Chesapeake Bay and learn what they can
do to improve the quality of the Bay. By learning first-hand how their individual actions can positively affect the
water quality, the students are on their way to becoming environmental stewards in protecting the health of the
Chesapeake Bay and its tributaries.
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MD-MA
AUDUBON SOCIETY - $6,388 a
RICK LEADER, 23000 WELLS POINT ROAD, BOZMAN, MD 21612 §
m
Women in Science Institute |
The Women in Science Institute addresses career development by introducing girls ages 11 through 14 to the §
various careers in science. Students are exposed to various scientific disciplines and participate in three days of [5
intensive science exploration through investigations, such as exploring the tributaries by canoe, conducting water ^
quality experiments, using nets and fishing rods to identify the type of organisms that live in the Chesapeake Bay, 51
and attending lectures by marine biologists and ornithologists on conservation and ecological issues. Students g
investigate various environmental issues on the health of the bay, from restoration of wetlands to chemical waste o
removal. In addition, students participate in a field visit to the Shehan Audubon Sanctuary to develop an CD
understanding of the process that leads to environmental stewardship. The program culminates in an annual
gathering of participants, mentors, and the public in celebration of student achievement. Graduates are tracked
for 10 years to follow academic and professional choices and successes.
MARYLAND ZOOLOGICAL SOCIETY, INC. - $4,800
ELIZABETH GRIEB, DRUID HILL PARK, BALTIMORE, MD 21217
Conservation Interpretation in the Maryland Wilderness T=,
The Conservation Interpretation in the Maryland Wilderness project, sponsored by the Maryland Zoological ' — 1 1
Society, Inc., provides a conservation-themed "outpost" education program for students and the public at the mTj
Zoo's Maryland Wilderness exhibit. Volunteers, using a variety of interpretive tools that include "biofacts," -, — '
playing environmental games, or conversing through questions, encourage guests to think critically and problem I Lf|
solve environmental issues that lead to good environmental stewardship on local Maryland topics. prn
Massachusetts
See page 5 for a profile of a grant awarded to the New England Wildlife Center by EPA Headquarters,
HITCHCOCK CENTER FOR THE ENVIRONMENT - $9,468 \^—.
JULIE JOHNSON, 525 SOUTH PLEASANT STREET, AMHERST, MA 01002 LU
Riverview: A Current Look at the Sawmill River
The Riverview project brings elementary school students into contact with a local habitat, the Sawmill River, and [fl
its watershed. Students, teachers, and school administrators learn through direct contact about local habitat,
causes of and solutions to pollution, resource conservation, and plant and wildlife habitat protection in the
watershed. Students deliver presentations throughout the project. They wrap up the program with student-led i
presentations and demonstrations (science projects, journals, maps, and storybooks), which are showcased in '—'
public buildings throughout the town for the public.
TRIPS FOR KIDS NEW BEDFORD, INC. - $9,938 !=L
JOANN CLARKE, 224 BROCK AVENUE, NEW BEDFORD, MA 02744 Jrj
Explore Your Environment
Explore Your Environment (EYE) educates inner-city youth, ages 9 through 15, on a variety of environmental
issues, including air and water quality, litter reduction, healthy natural habitats, and vernal pools. It also provides L_L
education on industrial waste and pollution, because there is a hazardous waste site in the community. Students
and staff visit New Bedford Harbor as an introduction to the significant local issues of industrial waste and .
pollution. They also identify many varieties of seaweed and their uses in food and medicine. The students visit |_JTj
the Bioreserve to explore vernal pools and learn about ecology and habitats. This program is offered through a -,—i
summer camp program, where students and staff use the local environment as the classroom. Professional '—11
teachers and naturalists lead all the exercises. mTl
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Michigan
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MN
Minnesota g
O)
Eco EDUCATION-$15,000 ™
KATHY KINZIG, 509 SIBLEY STREET, #375, ST. PAUL, MN 55101 j
High School Urban Environmental Education Initiative 1
The project builds on a successful 2001 grant that focused on workshops for teachers in grades 5 through 8 to ^
build their knowledge of current urban environmental issues and apply it to environmental service-learning and 51
issue investigation in the classroom. The model is expanded to local high schools and provides teachers the g
opportunity to learn, practice, and teach the skills and components of service-learning, issue investigation, making o
and keeping community contacts, and facilitating youth leadership in environmental issues, thus acquiring CD
proficiency to eventually conduct projects on their own. The goal is to assist teachers in exposing students to and g
involving them in addressing current environmental issues that face their communities and the State of Minnesota. °°
The primary audience is teachers in grades 9 through 12 from Minneapolis and St. Paul schools. Eco Education's i-—,
program coordinators and community resource partners work with individual teachers and their classrooms I—LI |
during the school year to model and facilitate the issue investigation process. Partners are community and IffT
regional organizations and agencies that provide experts to teachers and students and who share their knowledge —-
on the most pertinent environmental issues facing the Twin Cities community. Each teacher involved works _j-T|
with three to four partners. Partners already established include the Minnesota Pollution Control Agency, h—i
Minnesotans for an Energy Efficient Economy, the University of Minnesota Extension Service, Friends of the I—11
Mississippi River, and the Minnesota Department of Natural Resources. mTl
THE PATRICIA L. AND WENDELL W. MALTBY FOUNDATION - $6,285 L3
JEFF MALTBY, 789 SCIOTA TRAIL EAST, RANDOLPH, MN 55065 Ifjl
Connecting Communities to the Cannon River [j_nj
Teachers are recruited to the program via a summer institute that is taught, in part, on the Cannon River. This p^
institute is presented in partnership with the National Center for Earth Surface Dynamics and the Science LiL|
Museum of Minnesota, with funding from the National Science Foundation. After a week of intensive river TFTI
study, participants are required to develop an action plan to implement what they have learned into the classroom -j—-I
curricula. The Maltby Nature Preserve contains more than 90 acres of woodlands, prairie, open grasslands, |_JT|
ponds, and almost one mile of Cannon River shoreline. Watershed education is a major focus for the center's
outreach program. Scientific inquiry and the nature of science are benchmarks at every level under the recently
adopted Minnesota academic standards. A model is designed and implemented to involve students in grades 7 ]/jT
and 8 in an authentic inquiry of the health of the Cannon River. The activities used build a sense of connection
to the river as students investigate water quality, explore the concept of watersheds, and recognize that their daily
actions and choices have effects on water quality. Students make repeated trips to the river to collect and analyze ,
information. '—I
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a
a
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MS-MO
! Mississippi
^ MISSISSIPPI'S LOWER DELTA PARTNERSHIP - $9,360
llnl
28
MEG COOPER, PO. Box 214, ROLLING FORK, MS 39159
iS Great Delta Bear Affair Youth Education Day
jS A field trip for area fourth graders introduces the students to a variety of conservation-related topics and careers,
^ all of which affect the black bear habitat and population in the Mississippi River delta. Students learn about bear
o habitat, population, protection, monitoring, and efforts to return the black bear to Mississippi by rotating through
> a series of presentations, hands-on demonstrations, and interactive activities presented by natural resource
LLJ professionals. The students can become good environmental stewards and make more informed decisions about
g the environment.
CM
Missouri
BLUE RIVER WATERSHED ASSOCIATION - $13,937
GINEVERA MOORE, PO. Box 22395, KANSAS CITY, MO 64113
KC Clean Streams
—\ The Blue River Watershed Association organizes a water quality project designed to provide students, teachers,
TjTl and adult volunteers in the Kansas City metropolitan community an opportunity to learn about and address an
I—-I important community issue: the adverse impact of litter and trash on water quality in Kansas City. They observe
UTJ the effect of trash on waterways and participate in an environmental stewardship experience. This project consists
11—I of a 1-day cleanup event that involves students and teachers in grades 4 and 5, as well as adult volunteers from the
I—L| community. They learn about water quality issues with standards-based curriculum materials. Students
TFil participate in an environmental stewardship experience that demonstrates how individuals can make a positive
I—-I difference in the environmental health of the community.
MIGRANT FARMWORKERS PROJECT- $18,599
SUZANNE GLADNEY, 920 SOUTHWEST BOULEVARD, KANSAS CITY, MO 64108
Proyecto Verde: Growing a Healthy Community
The Migrant Farmworkers Project addresses lead poisoning, pesticide exposure, and polluted waterways both by
providing education on lead poisoning and by testing migrant children for lead. Migrant farmworkers and
seasonal workers receive education vital to the health of migrant families about the dangers of exposure to
agricultural and household pesticides. Migrant youth also learn how clean waterways are important to creating
and preserving healthy plant and fish habitats. Elementary, middle, and high school-age children and adults
learn about the dangers of lead poisoning and prevention strategies. In addition, Migrant Farmworkers provides
information on recycling to migrants and encourages land stewardship by collecting and reusing recyclable
materials. Migrant Farmworkers teaches migrants about agricultural and household pesticides safety, and migrants
learn about clean waterways, water ecosystems, and fish that are safe to eat. Migrant Farmworkers encourages
stewardship of the land through safe gardening techniques and beautification of the environment. Information
is provided about native plants and organic gardening.
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MO-MT
TOP OF THE OZARKS RESOURCE CONSERVATION & DEVELOPMENT - $11,21 7 a
RICHARD STRICKLIN, 6726 HIGHWAY 63, HOUSTON, MO 65483 §
m
Jacks Fork Rivers Users |
Top of the Ozarks Resource Conservation & Development conducts educational workshops for students and the §.
public to educate them about the environmental concerns and issues that affect the Jacks Fork River. Students in [5
grades 4 and 5 learn about clean water. A watershed Web site has been developed to update the community ^
about educational activities within the watershed and about the Jacks Fork River. 51
o
3>
Montana I
CD
INSTITUTES FOR JOURNALISM & NATURAL RESOURCES - $12,000 |
FRANK EDWARD ALLEN, 121 HICKORY STREET, SUITE 2, MISSOULA, MT 59801 °°
A Field-Based Learning Expedition for Reporters and Editors L!J||
The Institute for Journalism and Natural Resources (IJNR) is an independent, non-profit educational group that Tjn"
conducts expedition-style programs for selected representatives in the field of journalism. To date, IJNR has
conducted 31 learning expeditions and a year-around mentoring program serving journalists in 37 states. The JjJ
institute works with the U.S. Forest Service, National Park Service, U.S. Fish & Wildlife Service, EPA, the l-p-i
National Oceanic and Atmospheric Administration (NOAA), along with representatives in the timber, energy, '—11
and food services industries, grass roots organizations, and family-owned farms. For nine consecutive days in mTI
September, a diverse group of journalists, serving rural and urban communities in Colorado, Wyoming, Montana, i—'
Idaho, Utah, Nevada, New Mexico, Arizona, and the Dakotas, will be visiting various ecosystems. There, they LtL|
learn about drilling sites, logging and grazing operations, watershed restoration projects, power plants, and wind prn
farms. Journalists are required to improve their competence as critical thinkers and as investigators of trends. '—' \
They interact with 50 expert speakers and site hosts and visiting communities such as Pinedale, Big Piney, Rock | Lj~j"|
Springs, Evanston, Green River, Rifle, and Salt Lake City. p^
RIM COUNTRY LAND INSTITUTE - $10,000 Lq]
CAROL SCHMID McEvoY, 70 HANGING TREE GULCH, CLANCY, MT 59634
Revitalizing Communities Through Place-Based Education and Stewardship
The non-profit Rim Country Land Institute (RCLI) offers educational workshops, teacher training, and
community service projects in the Yellowstone County and Billings area. Education programs focus on initiatives [fl
in environmental stewardship, impacts to the prairie ecosystem, urban sprawl, and conservation easements and
Smart Growth policies. This project offers teacher training sessions for state and tribal teachers in the local area;
monthly student activities including community service projects; and environmental workshops to increase ,
environmental literacy; and school field trips for local schools. Partnerships have been established with Montana '—I
State University, Project WET, the Prairie Alliance, the Montana Natural History Association, the Montana
Audubon Society, The Nature Conservancy — Helena Office, along with tribal representatives from the Crow
Nation and Northern Cheyenne. Partnerships also have been established with federal agencies, including the
Bureau of Land Management (BLM), EPA, Natural Resource Conservation Service (NRCS), and the U.S. i-,
Department of Agriculture (USDA). —'
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MT-NE
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SUN RIVER WATERSHED GROUP - $9,990
ALAN ROLLO, 808 52ND STREET SOUTH, GREAT FALLS, MT 59405
pi Montana Watershed and Stewardship Program
^ The non-profit Sun River Watershed Group is dedicated to increasing environmental literacy and stewardship in
LJJ the Great Falls School District for middle and high school students. This program is a joint venture of the Sun
;< River Watershed Group, Cascade County Conservation District, and Sun River Science Club. Students learn
^ about rivers and watersheds, and in particular issues surrounding the Missouri River and the Sun River and
§ Teton watersheds using hands-on activities related to ecological issues in the area. Teacher seminars involve
> collecting and interpreting data, improving creativity, as well as developing and applying logical processes in
LLJ science and environmental issues. The program also demonstrates environmental projects using the Mobile
o Environmental Science Lab (MESL). This small school bus has been remodeled into a mobile laboratory where
^ demonstration kits and equipment can be transported to the students and teachers. Project curricula and materials
used come from several sources, including The Montana Watercourse, Healthy Water Healthy People, Water
Quality Educators Guide, and the Air & Waste Management Association's Environmental Resource Guide on
Nonpoint Source Pollution Prevention.
.51 Nebraska
—I CHADRON STATE COLLEGE - $9,067
CHADRON STATE COLLEGE, 1000 MAIN STREET, CHADRON, NE 69337
[Irjl Environmental Stewardship of Streams in Northwestern Nebraska
i-— Chadron State College faculty and students organize and participate in a stream monitoring program for secondary
I—L| school teachers and students. This project promotes environmental stewardship of streams in northwestern
TFil Nebraska. Teachers and students participate in field trips to study sites and to Project WET workshops. In
—I addition, secondary school teachers participate in biology courses that consist of trips to study sites and Project
U-Tj | WET workshops. These activities improve their teaching skills in science education. A biological assessment
course is taught on how to conduct volunteer stream assessments. Students create digital maps of study sites, a
database of all results, and a Web page for participants to use and share data as they work through the project.
Additionally, they learn about environmental careers while assisting secondary school teachers in stream
monitoring.
ITJTI KEEP NORTH PLATTE & LINCOLN COUNTY BEAUTIFUL - $13,577
1' ANGELA KING, 715 SOUTH JEFFERS, PC. Box 313, NORTH PLATTE, NE 69103
Storm Water Protection Education
Keep North Platte & Lincoln County Beautiful educates the public on the causes and effects of storm water
pollution and on behaviors to prevent and reduce storm water pollution. Keep North Platte & Lincoln County
Beautiful also educates and provides opportunities for members of North Platte and Lincoln County to address
community issues on storm water management and protection. The organization works with the city's storm
water protection programs by educating the public on how storm water systems work and how proper household
hazardous waste options can help protect local water systems. Presentations are also given to service organizations
i and at business association meetings. Furthermore, educational materials on preventing storm water pollution
—11 are provided to participants. Finally, community members participate in local events such as home shows to give
presentations on storm water pollution.
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NE-NH
THE GROUNDWATER FOUNDATION - $14,439 a
CINDY KRIEFELS, PC. Box 22558, LINCOLN, NE 68542 §
m
H20 on the Go Train-the-Trainer |
The Groundwater Foundation provides on-the-go education in ground water to elementary and middle school §.
students where they are, rather than bringing children to ground water education events. The foundation works [5
in partnership with the Westside Boys & Girls Club of Omaha, U.S. Geological Survey's Iowa Water Science ^
Center, the Kansas Association for Conservation & Environmental Education, and the Missouri Department of 51
Natural Resources. Educators learn how to adapt existing ground water education lesson plans and hands-on g
activities into their programs. Educators then deliver these programs to elementary and middle school students o
in informal educational settings for children, such as camps, summer day programs, after-school programs, and CD
boys and girls clubs. The Groundwater Foundation trains nonformal educators throughout EPA Region 7 ^
(Iowa, Kansas, Missouri, and Nebraska) to use the H20 on the Go Train-the-Trainer model in programming. °°
The training sessions begin with basics of ground water and then teach educators how to incorporate fun, hands- i-—,
on ground water education into existing programs. Educators offer a 4- to 6-hour training that includes basic I—L| |
information on ground water, lesson plans with ideas for hands-on activities, and tools for adapting lessons and IffT
activities to fit differing settings and audiences. —-
HI
Nevada I ml
WINNEMUCCA RECYCLING CENTER - $10,000 [Lr[j
ANGELA METCALF, 655 ANDERSON STREET, WINNEMUCCA, NV 89445 hpr
Winnemucca Recycling Center lEn
The Winnemucca Recycling Center's mission is to establish a sustainable recycling program in this Nevada '—' \
community, a state with a goal of a 25 percent recycling rate but that remains at 10 percent or less. The center's | Lj~j"|
Recycling Education Team develops and presents environmental education programs and materials to local schools p^
and residents. These programs include tours of landfills and recycling centers, slide presentations, information LiL|
on composting, and existing cross-curricula lesson plans on recycling. The goals and plans are to use five existing TFTI
integrated thematic units in preparing and teaching lessons throughout the community and in the schools, -—-I
arranging community meetings on recycling, and to teach classes based in artistic crafts that can be constructed |_JT|
with recycled materials. The audience encompasses all of Humboldt County, but in particular local businesses,
schools, and the surrounding rural community.
New Hampshire
AUDUBON SOCIETY OF NEW HAMPSHIRE - $39,000
HELEN DALBECK, 3 SILK FARM ROAD, CONCORD, NH 03301
The Merrimack River Stewardship Program
The Merrimack River Stewardship Program is a school-year-long, interdisciplinary place-based science education
program, introducing elementary and middle school students to a wide variety of watershed topics. These topics
include nonpoint source pollution, water quality, hydrology, habitats, wetlands, aquatic ecology, cultural use of
rivers, and the study of migratory fish as models to a healthy watershed. The program develops and delivers three Lfl
teaching workshops to new teachers who deliver the watershed curriculum to the students. The teachers use -—
lessons from existing and enhanced curricula and teach in different classrooms with Fishways staff and volunteer I—L
facilitators.
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NJ
New Jersey
science, forestry, water pollution, and habitat destruction, and learn how to take responsible actions to protect
LLJ the environment. During the week, the students also participate in field trips that enhance the traditional
g classroom experiences by providing hands-on access to environmental activities. The students also learn about
^ careers in the environmental field.
GEORGIAN COURT UNIVERSITY - $10,600
LOUISE WOOTTON, 900 LAKEWOOD AVENUE, LAKEWOOD, NJ 08701
Curricular Unit on Invasive Species with Focus on Phragmites Australis
Georgian Court University has developed an integrated curriculum unit on invasive species for use by middle
school teachers. The unit, consisting of a series of lesson plans and links to other related sites, is posted on the
university's Web site and deals with Phragmites australis, the common reed. "Learning trunks" with materials for
educators using the unit, are available for loan by teachers to integrate the unit into classroom programming. By
focusing on a highly visible invasive species, teachers and students are developing a better awareness of how
human activities alter the environment and are increasing their ability to act as environmental stewards.
PEQUANNOCK RIVER COALITION - $7,390
MICHELLE BROOK, PO. Box 392, NEWFOUNDLAND, NJ 07435
River in the Classroom and Watershed Detectives
The Pequannock Pviver Coalition conducts classroom programs with students in grades 4 thorough 6 in Morris,
Sussex, and Passaic Counties in New Jersey to teach them about the Pequannock River and its watershed. Students
learn about nonpoint source pollution, watershed dynamics, and pollution prevention strategies for the
Pequannock. Students identify areas where temperature has changed and participate in native planting restorations
at sites as a hands-on stewardship project.
SETON HALL UNIVERSITY -$14, 21 8
MICHAEL TAYLOR, 400 SOUTH ORANGE AVENUE, SOUTH ORANGE, NJ 07079
Environmental Quality Monitoring and Public Education
Seton Hall University has developed a volunteer environmental quality monitoring and public education program
I [j] for the East Branch of the Rahway River. University students learn about surface water issues and collecting
monitoring data. They share their knowledge and skills with community volunteers and organizations to promote
environmental stewardship. This project supports establishing and collecting data at water monitoring stations,
T=~I training community volunteers in water quality monitoring, developing educational brochures and a Web site on
— 1 surface water issues and water pollution prevention, and programs in classrooms and at local events on watershed
ecology protection.
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New Mexico
B
at
CHIHUAHUAN DESERT NATURE PARK - $10,000 gp
STEPHANIE BESTELMEYER, PO. Box 891, LAS CRUCES, NM 88004-0891 j
Desert Teachers and Learners Project 1
The Desert Teachers and Learners Project enhances knowledge about complex environmental systems and issues ^
in southern New Mexico and west Texas. Delivered to elementary through high school teachers and the public, 51
the project is three parts, consisting of: (1) two 1-day teacher workshops (water conservation and desertification, g
erosion, and air pollution), (2) follow-up support for teachers through the Chihuahuan Desert Nature Park's o
successful Schoolyard Desert Discovery Project of 30 hands-on, inquiry-based activities for use by students in CD
kindergarten through grade 12, and (3) two Saturday morning public education events coordinated by teacher ^
workshop participants and scientists. The teachers use their teaching expertise and new knowledge about °°
environmental science to design the public programs. Scientists provide content information and learn from the i-—j
teachers about how to teach non-scientists. All participants serve as both a teacher and a learner in the Desert I—L| |
Teachers and Learners Project. The project produces trained teachers who present public education events on llFT
relevant community environmental issues. These teachers later help their students eliminate stereotypes about —-
who can become a scientist and educate them about environmental issues to encourage environmental careers. _j-T|
HAWKS ALOFT, INC.-$15,212 fM
SARAH YOUNG, 6715 EAGLE ROCK ROAD, ALBUQUERQUE, NM 87113 |^|
Living with the Landscape \\±\
Living with the Landscape is an innovative environmental education program developed by Hawks Aloft. The prn
goals of this program are to teach elementary school students about the importance of environmental stewardship '—' \
and to encourage critical thinking and problem-solving through a hands-on, project-based curriculum. It aims | Lj~j"|
to increase motivation for students to become environmentally responsible citizens and to encourage p^
empowerment, enabling students to "make a difference" in their communities. The main strategy is to use live LiL|
non-releasable birds of prey (raptors) to interest and excite students and to illustrate important ecological concepts. TFTI
The target audience is eight classrooms in New Mexico that are on Tribal lands or that have a high percentage of -j—-I
Native American students. The project consists of three classroom visits, two field trips, and one conservation |_JT|
project per classroom. The student-led conservation project is implemented in the local community and is
designed to provide a measurable environmental benefit. During all events, students are encouraged to think
about environmental careers and discuss how to achieve this goal. This population has not traditionally received
funding for non-traditional education programs. Teachers are provided with a hands-on interactive curriculum
that can be used without the presence of the raptors. Teachers also gain an enhanced awareness of the importance
of and tools to teach and promote environmental stewardship with their students. The indirect audience is other ,
students and faculty members in participating schools and members of the local community. '—I
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| NEW MEXICO MUSEUM OF NATURAL HISTORY & SCIENCE - $16,665
^ SELENA CONNEALY, 1801 MOUNTAIN ROAD NW, ALBUQUERQUE, NM 87104
|i Student Ecology Project
^ The Student Ecology Project (SEP) engages high school students in basic field research through 6-week-long,
LJJ student-centered projects. Working with teachers as partners, the SEP guides students through the process of
;< experiment design, data collection and analysis, and communicating the results of the work at a final congress
^ that is based on the model of a scientific meeting. Four communities are targeted and teachers will be recruited
§ to mentor the students. The New Mexico Math Engineering and Science Achievement (NM MESA) partners
> with the museum to provide summer enrichment courses for students that build skills in math and science while
LLJ engaging them in ecology research. Three graduate interns from regional universities are recruited and trained to
o provide student training and technical assistance to teachers as they work with the students in carrying out their
^ ecology research projects. Components of the project include: (1) training teachers to design and teach a
successful 6-week field ecology course to high school students; (2) providing equipment, study design, and
technical assistance to each of the four sites; (3) supporting teachers during the duration of their courses; and (4)
convening a final congress to allow students to communicate the findings of their research through poster and
PowerPoint presentations. This approach, while staff intensive, has proven to be a successful way to provide
Lfl teachers with the tools to teach effective courses, while at the same time exciting students about environmental
^m, science and numerous environmental career choices they can pursue.
Iffl SANTA FE CHILDREN'S MUSEUM-$9,960
JASON SCOTT, 1050 OLD PECOS TRAIL, SANTA FE, NM 87501
p=. Teen Teachers in Earthworks
I—L| The Teen Teachers in Earthworks project seeks to hire teens from the Santa Fe area who will participate in a
TFjl mentorship program, attend biweekly training sessions, lead daily environmental programs, and facilitate a series
—I of environmental service projects in the spring of 2007- The target audience is school-age children who are
U-Tj | scheduled to visit the museum. The Teen Teachers in Earthworks presents — free to the public and without a
registration requirement during regular museum hours — environmental programs for families and school groups.
These environmental programs encourage critical thinking, problem solving, and decision making. In addition,
each of these teens will lead public community service projects at the museum in the spring of 2007- The overall
goal of this project is to increase the environmental literacy in the Santa Fe community by building environmental
education into the overall museum experience. Short-term goals to be achieved are to enhance the quality of
public environmental knowledge through an outstanding mentorship program for teen educators; and to increase
the self-confidence of these teenagers, their teaching skills, and their work ethic, as well as their concern and
passion for the environment. Long-term goals are to increase environmental stewardship among the participating
teenagers, as well as the museum's visitors, and to empower the teen teachers to become environmentally conscious
citizens and future leaders in science, education, and the environment.
New York
L^
CITY OF KINGSTON-$10,356
KEVIN GILFEATHER, 467 BROADWAY, KINGSTON, NY 12401
Kingston Parks: An Outdoor Classroom
Lyi The Outdoor Classroom project provides teachers and students with a hands-on interactive approach to
'=~~ environmental studies by using local parks as the location for field experiences. These experiences involve local
JT] land uses, water quality of the Hudson River, and the role of communities and nature centers in protection of
11—i endangered species. The program is correlated with state core curricula. Teacher workshops prepare educators
I—11 for the programs at the parks and will include pre- and post-trip materials. Students take part in field trips to the
TJT1 parks and participate in activities that help them understand the history and ecology of the site. This grant
I—I provides fee-free stewardship to build educational experiences to Kingston students in kindergarten through
[JJJ grade 12.
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NY
LONG ISLAND RPGIONAL ENVIROTHON, LTD. - $8,801 a
SHARON FROST, 423 GRIPPING AVPNUP, RIVPRHPAD, NY 11901 §
m
Long Island Regional Envirothon |
Participation of high school students in New York's Nassau and Suffolk Counties in an annual environmental §.
education competition is supported through this grant. Students prepare by studying various topics and issues, [5
such as aquatics, forestry, soils, wildlife, and current environmental issues. They then compete by responding to ^
questions and challenges on these environmental topics, demonstrating what they have learned. Their involvement 51
in the program fosters interest in environmental careers and develops environmental stewardship. g
o
ROCHPSTPR INSTITUTP OF TPCHNOLOGY - $13,614 £>
KATHPRINP CLARK, 141 LOMB MPMORIAL DRIVP, ROCHPSTPR, NY 14623 I
C/3
Sustainable Product Design and Development: Initiation of a Minor Program T=:
Rochester Institute of Technology offers a minor in sustainable product development (SPD). The SPD program I—L| |
teaches students to consider the complete lifecycle in product development. The program involves technically Tjn"
oriented students interested in the relationship among engineering, technology, and sustainability. Traditional
classroom instruction, Web site development, student participation in a speaker series on environmental themes, J-T]
and site visits to natural and industrial sites are included in the course. As these students learn about SPD, they IT—I
understand the importance of minimizing the environmental impacts of products they will develop during their '—11
careers. They also understand how to be more responsive to human impacts on the environment, find ways to mTl
mitigate those impacts, and develop the habit of environmental stewardship. -,—'
|_LTJ
ROCKING THP BOAT, INC. - $35,000 ^H]
ADAM GRPPN, 60 EAST 174TH STRPPT, BRONX, NY 10452 ^
Rocking the Boat Education Program j=
Two programs focusing on the Bronx and East Rivers are conducted for high school-age students in New York l_L|
City. Students in the Out-Of-School-On-Water program meet twice a week after school for a 13-week semester, TFTI
and four days a week for seven weeks during the summer. Using wooden boats built by their peers, they conduct -.—-I
river water quality studies, including data collection, research, and physical restoration of the Bronx River. |_JT|
Students who participate in the Community Environmental Program also take part in a similar program during
the school day. Rocking the Boat educators work with classroom teachers in the community education program
to develop projects where students combine classroom learning with field experiences on the rivers. Both projects TjjT
promote environmental stewardship, as students are involved in implementing conservation and restoration
projects.
TROUT UNLIMITPD-$15,000 '
ROCHPLLP GANDOUR, c/o NYDEF; 59-17 JUNCTION BOULPVARD, 19TH FLOOR, FLUSHING, NY 11373
New York Trout in the Classroom Teacher Conferences
By raising trout and managing their in-classroom water environment, teachers and students who participate in
Trout in the Classroom (TIC) learn about the importance of clean, fresh water. They also learn about the human
impacts on watersheds, how water conditions affect living things and human drinking water supplies, and how Lfl
to care for this vital ecosystem. This grant agreement supports three teacher conferences where educators gain -—
the knowledge and skills necessary to integrate TIC fully into the classes. Kindergarten through grade 12 teachers I—L
are the target audience, but their students also learn how to care for the environment and develop environmental
stewardship attitudes and skills.
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NC
North Carolina
fuels. By participating in the class, students can recognize air pollution problems and consider specific concrete
LLJ actions that can be taken to reduce air pollution emissions. The lessons also serve as hands-on introductions to
g contests run at both the middle- and high-school levels.
CM
NORTH CAROLINA ASSOCIATION OF SOIL & WATER CONSERVATION DISTRICTS - $10,000
STEVE BENNETT, 3800 BARRETT DRIVE, RALEIGH, NC 27609
North Carolina Envirothon Program
This hands-on Envirothon for high school and middle school students and teachers from across North Carolina
gives students an opportunity to work together to find the answers to potential environmental problems. During
the competition, the students make their own observations, run tests, and solve problems as a team to increase
environmental knowledge and critical thinking skills used in the competition. The students work together to
study natural resources and current environmental issues. This competition helps to foster interest of the students
in pursuing careers in the environment.
WAKE COUNTY GOVERNMENT - $4,800
ANGELINE MC!NERNY, PC. Box 550, RALEIGH, NC 27602
Wake County "Feed the Bin" Teacher Training Workshops
"Feed the Bin" is a recycling program that consists of interactive demonstrations, discussions, presentations,
hands-on activities, and site visits to an operating solid waste management facility. This workshop is for high
school teachers who learn about recycling issues and return to the classroom with the tools necessary to incorporate
solid waste environmental education into the curriculum. It is important that the school teachers understand
and embrace the "Feed the Bin" program so they can promote environmental stewardship in the classroom to
ensure the success of this recycling program. The Wake County Solid Waste Management Division offers teacher
trainings in the form of 10-hour workshops to educate staff on the recycling program and to provide them with
the tools and lesson plans needed to promote recycling habits in a classroom setting.
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ro
North Dakota
B
at
SOLID WASTE & RECYCLING ASSOCIATION - $13,375 gp
ANGELA BOESHANS, PO. Box 235, CARRINGTON, ND 58421 |
Alternative Disposal for Construction and Demolition Materials 1
The North Dakota Solid Waste and Recycling Association (NDSWRA) is a non-profit organization that was ^
formed to educate, train, and promote environmentally sound waste management practices. This project increases 51
public knowledge about issues related to backyard burning of household garbage and alternative disposal of g
construction and demolition materials. Five training sessions are conducted in various regional locations in the o
communities of Devils Lake, Valley City, Bismarck, Dickinson, and New Town, as well as at the Fort Berthold CD
Indian Reservation, Spirit Lake Indian Reservation, and Standing Rock Indian Reservation. These training ^
sessions are promoted to a public audience that includes regional and tribal health district units, local and tribal °°
governments, and teachers and students from state and tribal schools. These training sessions and related i-—
conferences discuss the environmental and health impacts of backyard burning and improper disposal of I—LI
construction and demolition material. In addition, alternatives for destruction or disposal of solid waste are I TFT
discussed. —-
Ohio |jpj
CUYAHOGA COMMUNITY COLLEGE METRO CAMPUS - $1 3,949 [Lr[j
KIMBERLY ROYAL, 700 CARNEGIE AVENUE, CLEVELAND, OH 441 1 5 hE1
The Euclid Creek Watershed: Community Stewardship Through Environmental Education "pEn
The Euclid Creek Watershed project develops a multi-disciplinary course about the watershed for local teachers — I 1
and community group leaders to educate and increase environmental stewardship. The course involves both | Lj~j"|
classroom instruction at Cuyahoga Community College and hands-on field instruction at the watershed. The T=
project produces an educational water quality assessment DVD that details the physical, chemical, and biological L_L|
sampling techniques used by teachers, students, and other stakeholders. The DVD is disseminated to teachers at TFTI
middle schools, high schools, and environmental organizations, and through the Cuyahoga Community College - — -I
Web site and Smart TV community cable channel. The project primarily reaches middle and high school |_JT|
teachers and students. An additional target audience of other informal educators affiliated with organizations
that promote conservation and stewardship is reached. The project increases stewardship through a better
understanding of the integrated cultural and ecological history of the watershed, which helps educators and TjjT
students appreciate the quality of the watershed.
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OH-OR
| OHIO RIVER BASIN CONSORTIUM - $5,700
^ TIAO CHANG, OHIO UNIVERSITY, 147 STOCKER CENTER, ATHENS, OH 45701
|i Workshop for Secondary School Teachers: Current Status of Ohio River Waters
^ The goal of the Ohio River Basin Consortium for Research and Education is to promote inter-institutional
LJJ research and education in water-related concerns and other environmental issues in the Ohio River Basin. The
;< consortium, a group of universities, colleges, governmental agencies, industries, and individuals, has organized a
^ special workshop on the river-wide status of the Ohio River waters based on the River Run 2005- The Ohio
§ River Run 2005 was a 981-mile snapshot of the Ohio River at low flow. During this time, scientists and students
> monitored the physical, chemical, and algal responses to the river from inputs from its tributaries and from point
LLJ source effluents, such as wastewater from Cincinnati, Louisville, and Pittsburgh. The workshop is conducted
o based on the data collected from the 981 -mile Ohio River. Secondary-school teachers, especially from
^ economically disadvantaged areas, are recruited and selected for participation.
Oklahoma
UNIVERSITY OF OKLAHOMA - $30,951
J. SCOTT GREENE, 731 ELM AVENUE, ROOM 134, NORMAN, OK 73019
Teacher Training in Wind Energy
The Renewable Energies Educational Development (REED) program uses the three Ws — workshop, workbook,
and Web site — to provide a comprehensive and cohesive renewable energy curriculum at no cost to the teacher or
[Ln school district. The workshop strengthens environmental stewardship in Oklahoma by educating middle and
i- — high school teachers who will take back to their classrooms new skill sets, teaching strategies, free education
I— L| materials — including an easily reproducible workbook — and classroom activities related to renewable energies.
TFil The outputs of the REED program result in a more scientifically and technologically proficient population who
—I are better able to make decisions on the environmental welfare of Oklahoma. The workshop, workbook, and
U-Tj | Web site incorporate concepts from the Oklahoma Priority Academic Student Skills (PASS), enabling teachers to
apply and design lesson content for their classrooms and instruction. The target audience is Oklahoma teachers
in grades 7 through 12.
Oregon
|T=IJ INSTITUTE FOR APPLIED ECOLOGY - $11,000
'' JENNIE CRAMER, 563 SW JEFFERSON AVENUE, CORVALLIS, OR 97333
Native Comeback Initiative
Local schools are paired with local native prairies, where students plan and participate in restoration and re-
introduction of endangered plant species and habitat for the endangered butterfly, the Fender's blue. The middle
and high school students are taught about the ecology, botany, and horticulture of the Willamette Valley, giving
them the skills and tools needed to understand, restore, and re-introduce endangered species to Willamette
Valley prairies. Students collect, plant, and monitor native seeds and work in the classroom, greenhouse, and
field. The Institute for Applied Ecology works closely with teachers and land managers to ensure the efficient
i coordination and scientific integrity of the restoration. The project involves local school children as stewards in
—11 habitat restoration using inquiry-based science and addresses one of the most highly endangered ecosystems in
the United States.
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OR
OPAL CREEK ANCIENT FOREST CENTER - $13,840 £
BRIAN WINDROPE, 917 SW OAK STREET, SUITE 412, PORTLAND, OR 97205 §
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Opal Creek Native Youth Careers Project |
The Opal Creek Native Youth Careers Project conducts a week-long intensive training for Native American §.
high-school age youth in forest and watershed management skills. The project partners with natural resource [5
professionals, regional Native leaders, and Opal Creek Ancient Forest Center staff to lead hands-on field exercises ^
in forest ecology, aquatic ecology, and biomonitoring using the Opal Creek ecosystem as a classroom. Tribal 51
organizations in the Pacific Northwest are increasingly asked to manage extensive forest and riparian areas. This g
project introduces Native youth to a range of skills that will qualify them to work in natural resource management o
and contribute to improved stewardship of Tribal forests and watersheds. CD
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OREGON STATE UNIVERSITY - $11,000
MELISSA FELDBERG, PO. Box 1086, CORVALLIS, OR 97339
Climate Change Workshops for Teachers: Moving from Information to Action h=r
Oregon State University holds two on-site climate change workshops for middle and high school science teachers. -
The project develops a cadre of teachers in Oregon who are equipped with the latest research-based information J-T]
and teaching materials on climate change to be shared with their students and other teachers in their area. The IT—I
project is designed to focus on "information to action" — to encourage teachers and students to develop specific ' — 1 1
projects and changes in personal lifestyles to reduce their contribution to climate change. The project is further mTl
designed to emphasize the importance of informing students and the public on current environmental research -, — '
and stimulate critical thinking and problem solving skills; and improve teaching skills in environmental problem I Lf|
solving using the topic of climate change. prn
WOLFTREE, INC. -$10,000 Ja|
JAY HOPP, 51 6 SE MORRISON STREET, SUITE 71 0, PORTLAND, OR 9721 4 Ippr
Madras High School Research and Stewardship Project ^=n
Wolftree, Inc., engages highly motivated Madras High School students from a high-risk rural community to -. — -I
undertake research and stewardship projects in the community. The program provides 10 field days and 10 |_JT|
classroom sessions (90 minutes each) for high school students. The focus is on ecological monitoring and
restoration with mentor scientists, "real life" questions, state-of-the-art equipment training, and inquiry. The
Haystack Reservoir in the Crooked River National Grasslands, just outside Madras, is used as the outdoor TjjT
classroom. The students focus on three major management and restoration issues: (1) Western juniper expansion,
(2) non-native weed invasion, and (3) wildlife habitat restoration. Science professionals, including Wolftree,
Inc., staff and mentors from the Confederated Tribes of Warm Springs, Crooked River National Grasslands, T=-
Deschutes and Ochoco National Forest, Portland General Electric, and Raven Research guide the students in ' — I
small research teams. This project serves a community that has limited access to quality programs in science.
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PA
Pennsylvania
participants are taught to think about the watershed in three ways: scientifically; as a community resource
LLJ affected by local pollutants and usage; and as a natural resource. Participating teachers are from the local public,
g charter, or private schools, and a few represent the homeschool community.
CM
EARTH FORCE, INC.-$10,000
JANET WYNN STARWOOD, 100 GREENWOOD AVENUE, WYNCOTE, PA 19095
Green City Youth Program
Earth Force develops environmental literacy and stewardship skills of inner-city youth through service learning
projects focused on urban greening. Underserved elementary, middle, and high school students from low-
income communities in the School District of Philadelphia and their educators benefit. The program encourages
environmental stewardship and works in partnership with the Pennsylvania Horticultural Society (PHS). Student
projects are presented to the public at the PHS Kids Grow Expo and Earth Forth Youth Summits.
GROUP AGAINST SMOG AND POLLUTION, INC. - $10,150
RACHEL FILIPPINI, WIGHTMAN SCHOOL, COMMUNITY BUILDING, 5604 SOLWAY STREET, ROOM 204, PITTSBURGH, PA 15217
Fueling the Future
The Group Against Smog and Pollution (GASP) aims to educate middle and high school teachers and community
members about the human health and environmental hazards of diesel exhaust and pollution from vehicles.
Teachers learn about alternative fuels, vehicles, and other strategies to reduce exposure that is summarized in
lesson plan format with hands-on activities for classrooms. GASP targets teachers in Allegheny and surrounding
counties for the hands-on workshop and in-school trainings.
NORTHAMPTON COUNTY AREA COMMUNITY COLLEGE - $17,054
ARTHUR SCOTT, 3835 GREEN POND ROAD, BETHLEHEM, PA 18020
For the Birds: Invasive Species and Environmental Stewardship
Northampton Community College (NCC) students participate in the invasive species and environmental
stewardship project "For the Birds." Students on the Monroe campus of NCC study the effects of human
development and invasive species in stream corridors within the Pocono Mountains. The goal of the program is
two-fold: (1) teach students to think critically about environmental issues, analyze information, and design
realistic environmental plans, while encouraging students to pursue environmental careers; and (2) educate the
local community on the importance of balancing population growth with the natural environment, and
encouraging environmental stewardship. The project involves students in introductory biology in service-learning
projects and students in field ecology in interactive field laboratory experiments.
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PA
PENNSYLVANIA RESOURCES COUNCIL - $1 0,000 a
DAVID MAZZA, 64 SOUTH 14iH STREET, PITTSBURGH, PA 15203 §
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African-American Cultural Heritage Garden and Living Laboratory |
The Pennsylvania Resources Council (PRC) has designed and developed an African- American Cultural Heritage §.
Garden and Living Laboratory Project on two abandoned lots. PRC, in partnership with the Helen S. Faison [5
Arts Academy (HSFAA) and the Rosedale Block Cluster, Inc., offers its expertise to help restore the site and ^
create a Living Laboratory that will instill environmental stewardship. The living laboratory consists of healthy 51
soil, handicapped-accessible garden paths and elevated beds, composting bins, a rail barrel, African-American
gardening traditions, educational garden signage, and a school and community gathering area. The target audience
is predominantly underserved elementary school students (including some who participate in a full-day HSFAA CD
summer program), students in pre-kindergarten through grade 5, teachers and HSFAA faculty members, and the ^
greater Homewood community. °°
SAINT VINCENT COLLEGE -$11, 228 iSI
NORMAN HIPPS, 300 FRASER PURCHASE ROAD, LATROBE, PA 1 5650 |_^rj
Field Institute for Environmental Learning ^PH
Saint Vincent College conducts a 5-day Field Institute for Environmental Learning for students in kindergarten IT—I
through grade 6 and pre-service teachers in the graduate program. The project is field-based and focuses on ' — 1 1
curricula that address the Pennsylvania academic standards for Watersheds and Wetlands; Ecosystems and their mTl
Interactions; and Humans and the Environment. Through increased content knowledge on freshwater ecosystems, -, — '
teachers gain the ability to effectively use field-based techniques with their students, increasing the students' I Lf|
capacity to investigate the natural world, and gain a sense of appreciation for the water ecosystems within the prn
community. Field-based activities include studying and identifying aquatic and terrestrial organisms, developing ' — ' \
visual observation equipment for elementary school students, water quality testing, tracking and barefoot mTl
mapping, and practicing identification techniques using field guides. p^
STRAWBERRY HILL FOUNDATION, INC. - $9,877 LjTI
YVONNE WERZINSKY, 1 537 MOUNT HOPE ROAD, FAIRFIELD, PA 1 7320
Watershed Ambassadors Program of Adams County
Strawberry Hill Foundation, Inc. has designed a Watershed Ambassadors Program geared toward teachers and
underserved middle school students (grades 5 through 7) with an interest in the sciences and the environment. TjjT
In collaboration with "El Centre" (the Center), a local non-profit institution, students learn about the Monocacy
River watershed, its connection to the Chesapeake Bay watershed, and its impact on the area. Students participate
in a series of experiential field trips to reinforce lessons, which include stream water quality testing as an indicator ,
of water health, a visit to a bald eagle nesting site, and a community service project. Students also visit a ' — I
sustainable organic farm to compare its farming methods with farming methods that use pesticides and other
chemical applications — and the subsequent impact on the environment, hike through a nature preserve, and
culminate with an educational environmental display designed by the students at the Adams County Community
Fest. The project instills environmental stewardship through critical thinking skills and serves as a model that T=T
will be adapted to other areas throughout Pennsylvania and Maryland. =1.
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PR-RI
Puerto Rico
reserve, and teach high school students — also on field trips — about the reserve ecosystem. They also conduct
LLJ workshops, partnering with the Ecotourism Office in Vega Baja, for science teachers and community volunteers.
g The field experiences include extensive microbiological analysis of water quality in the reserve. All involved will
^ learn how they can be environmental stewards.
UNIVERSIDAD DEL TURABO, ANA G. MENDEZ UNIVERSITY SYSTEM - $39,297
EDDIE LABOY, STATE ROAD 189M Kw.3.3, PO. Box 3030, GURABO, PR 00778-3030
Saturday Environmental Academy
The Universidad del Turabo works with educators from southeast Puerto Rico. Elementary school teachers
participate in workshops, field trips, hands-on activities, and brainstorming sessions as they explore the ecology
of southeast Puerto Rico and learn about current environmental impact issues. Teachers, in addition to
participating in a simulated public hearing on a current environmental concern in the ecosystem, employ the
same interactive model in the classrooms. Students explore their local ecology and the ways pollution can affect
i-—| it. This process is designed to foster a sense of environmental stewardship and, in turn, enable teachers to share
I—L| their care for local ecosystems with their students.
Rhode Island
CHILDHOOD LEAD ACTION PROJECT - $23,31 1
ROBERTA HAZEN AARONSON, 1192 WESTMINISTER STREET, PROVIDENCE, Rl 02909
Rhode Island Lead Hazard Mitigation DVD (Spanish)
Owners of rental property in Rhode Island are required by law to take an awareness course about lead. This
organization is creating and developing a DVD in Spanish to illustrate lead-safe practices that can be carried out
by owners of rental properties. The DVD complements the other materials used in the 3-hour Lead Hazard
Mitigation Course to educate participants on lead-safe work practices. This project includes three phases: creating
a workshop to design and film the DVD, training instructors on use of the DVD, and alerting the target audience
that the DVD is available.
SAVE THE BAY -$10, 756
PATRICIA A. DEMARCO, 1 00 SAVE THE BAY DRIVE, PROVIDENCE, Rl 02905
Jjj Girls in Science Bay Camp: Pilot Program
T=~I This project educates middle school- age girls in a 2-week summer camp that provides instruction on degradation
— 1 1 of water quality, destruction versus restoration of critical habitats, and the health of various watersheds. There
Lfl are two camps: one at Bay Center in Providence, and the other at Fort Adams in Newport. Included in the
-- program is exploration of careers in science, and particularly marine science. Students have an in-classroom
j£j session with discussion, laboratory work, group work, compiling and analyzing data, a lunchtime career seminar
I pz-i with speakers, and an "on-the-water session" (kayaking, snorkeling, water quality studies, and trawling for critters) .
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South Carolina |
O)
UNIVERSITY OF SOUTH CAROLINA RESEARCH FOUNDATION - $17,017 gp
JEFFREY TIPTON, 901 SUMTER STREET, COLUMBIA, SC 29208 |
Watershed Ecology Center Program at University of South Carolina 1
This project is design to implement a watershed education and pollution prevention program for Lake Lyman ^
residents and students in kindergarten through grade 12. The project has developed and implemented a long- 51
range adult education and outreach program and administers a watershed curriculum in school districts in the g
Lake Lyman watershed. The audience is reached through public school education programs, a summer children's o
pontoon classroom on Lake Lyman, regularly scheduled town meetings, a water education festival, volunteer CD
educators, and presentations and printed material at local events.
3>
South Dakota ^
LOWER BRULE Sioux TRIBE-$21,035 ||rj"
SHARY LYNN FIRE CLOUD, 187 OYATE CIRCLE, LOWER BRULE, SD 57548 ^
Summer School/Work Environmental Science Program j=i
The Lower Brule Sioux Tribe (LBST) Environmental Protection Office (EPO) has been in existence since 1994 I—11
with the purpose of developing technical capability and management of the reservation's natural resources. The mTl
focus of this project is preserving the reservation's ecosystems in partnership with the Brule Sioux High School, p=
LBST's Wildlife Department, LBST's Cultural Resource Office, and the South Dakota Game, Fish and Parks I ^
fishery crew. Project outputs include conducting programs in environmental education and field experience to pri
high school students. These students learn to identify the various ecosystems and their locations and identify the —I1
land-use practices that could affect these ecosystems and tools to preserve the areas. The students also maintain | Lj~j"|
and irrigate trees planted earlier in the spring, analyze water quality, create simulations of possible Brownfields T=
projects and develop future uses, and develop creative ideas on how to preserve the wildlife while balancing I_L|
human needs. The students also increase their knowledge of stewardship and the responsibility for managing Tj=p
these ecosystems. Students participate in classroom activities and interactive work experiences and field trips.
Tennessee
TENNESSEE AQUARIUM -$13, 150 [LTJ
HEATHER DEGAETANO, 201 BROAD STREET, SUITE 200, CHATTANOOGA, TN 37402-1010
Sturgeon Reproduction and Education Program ,
The Tennessee Aquarium partners with a grade 5 class from Gap Creek Elementary School to raise awareness — '
about the lake sturgeon and the cause of its declining numbers. The children are exposed to hands-on conservation
efforts and critical thinking about the local environment. The public that uses the river for recreation is educated
about the lake sturgeon and its role in protecting it. The project uses well-planned activities, classroom lectures, 111
and information cards.
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TX
Texas
land use, the potential for restoration of the prairie, and the benefits of native and restored tallgrass prairies are
LLJ taught through a series of field trips. Target audience is Grayson, Collin, Cooke, and Fannin County students in
g grade 4 from public and private schools, scout troops, and home school organizations and their teachers or
^ sponsors. While they are at the prairie, students plant seeds, compete to find the most varieties of plants in a
hoop placed on the ground, and observe a demonstration on the effects of ground cover on runoff and erosion.
In addition, they observe animals in their natural habitats, imitate individual animals in a bison herd, and learn
to appreciate the delicate balance of the Blackland Prairie ecosystem. The field trips are supplemented with a
video and an extensive set of classroom lessons. The video and lesson plans reinforce and expand on the lessons
Lfl of the field trip. Collectively, these activities foster a sense of responsibility for stewardship.
—I GUADALUPE-BLANCO RIVER AUTHORITY - $8,900
CYNTHIA THOMAS-JIMENEZ, 933 EAST COURT STREET, SEGUIN, TX 78155
Nonpoint Source Pollution Public Outreach
The population of the Guadalupe-Blanco River Basin is projected to double in the next 30 years. This growth
and subsequent development could impair water quality within rivers and streams in the basin, which are the
source of the majority of drinking water systems basin-wide. Outreach is conducted, including a demonstration
of a Guadalupe River Basin Watershed model that educates both school-age children and the public about
nonpoint source pollution and the impact their actions can have on water quality. The Guadalupe River Basin
Watershed model is a replica of the Guadalupe River Basin that can be used to demonstrate the impact of
nonpoint source pollution on the river basin. Educating these citizens, both young and old, will assist them in
developing proactive attitudes and actions for waste, disposal, and proper use of hazardous substances. The
Guadalupe River Watershed model is used primarily in school settings at the fifth-grade level. A series of
demonstrations has been developed for interactive learning of the impacts of nonpoint pollution on water sources.
There are seven large school districts in this region. During the first year, the campaign seeks to reach 50 percent
of these schools. The campaign plans to reach adult citizens through a variety of meetings that target homeowners
and business owners. These meetings present opportunities to participate in discussions about watershed
management and nonpoint source pollution. Reference booklets that are specific to each county are provided.
In addition, adult groups have the opportunity to experience the model.
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TX
TEXAS A&M UNIVERSITY - CORPUS CHRISTI - $43,794 g
JAMES NEEDHAM, 6300 OCEAN DRIVE, CORPUS CHRISTI, TX 7841 2 §
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Redefining Environmental Education |
The Corpus Christ! region is a diverse and sensitive environment that supports an abundance of living resources, §.
including several endangered species. Unfortunately, social and economic conditions contribute to a general lack [5
of environmental consciousness. The goal of this project therefore is to raise environmental awareness and create ^
environmental stewards. The project consists of five components: summer camps for youth, environmental 51
education training for teachers, field trips for rural teachers and their students, environmental expeditions for g
senior citizens, and environmental education at community events. Participants gain a science-based o
understanding of environmental issues relevant to the Corpus Christi region. Learning objectives include the CD
science of the local environment, awareness of specific environmental issues, objectivity, and teamwork achieved ^
through experiential learning. This project provides a unique experience in environmental education to an °°
audience of underserved individuals. The target audience includes people with physical and mental disabilities, i- — ,
blind children and adults, rural students and teachers, disadvantaged youth, abused women and children, and I— L| |
senior citizens. llFT
TEXAS COMPTROLLER OF PUBLIC ACCOUNTS, TEXAS STATE ENERGY CONSERVATION OFFICE - $8,000 LtpJ
JULINE GURASICH, 1 1 1 EAST 1 7TH STREET, ROOM 1114, LBJ STATE OFFICE BUILDING, AUSTIN, TX 78774 [j_nj
Energy Education I T^n
The goal of the State Energy Conservation Office (SECO) Energy Education curriculum program is to improve -, — '
Texas teachers' understanding of the nature and extent of energy and its resources, energy conservation and I Lf|
efficiency, the economic and environmental effects of energy use, and alternative energy technologies. The goal prn
also is to increase their awareness of alternative energy in their communities. The program strives to lay the ' — ' \
foundation for environmental stewardship in teachers and students through critical-thinking and problem-solving | Tjj~j"|
investigations in workshops approved by the Texas Education Agency. SECO offers a series of statewide educator p^
workshops that will be held in Regional Education Service Centers, universities, conference centers, and museums. LiL|
In addition, the curriculum is linked on multiple Web sites, and free curriculum CDs are made available to j=j~|
teachers and groups or organizations that sponsor workshops. The program provides classroom-ready material — -I
for teachers of general, physical, biological, environmental science, and integrated physics and chemistry. Lesson |_JT|
plans are correlated to state educational standards for grades 6 through 12. Workshops target teachers in grades
6 through 12 and district-level curriculum specialists.
TEXAS TECH UNIVERSITY - $6,1 24
EILEEN JOHNSON, Box 41 035, LUBBOCK, TX 79409-1 035
Lubbock Lake Landmark Educators Academy
Lubbock Lake is a National Historic Landmark, a State Archeological Landmark, and is listed on the National
Register of Historic Places. The landmark's 315-acre preserve, located at the northwestern edge of the city of
Lubbock, Texas, serves as a natural laboratory for the study of the shortgrass prairie ecosystem of the Southern
High Plains. Workshop series are designed to introduce educators to the fundamentals of environmental
education (EE) and to demonstrate how EE can be integrated into classroom curricula across disciplinary
boundaries to address the state standards. The workshop series includes training in five nationally recognized Lfl
environmental education programs (Project Learning Tree, WILD, WET, Food, Land and People, and River of ^=
Words), and a workshop on the fundamentals of environmental education. The framework of each of the LiL
programs provides the teachers the tools needed to immediately implement EE in the classroom. The target
audience is elementary and middle school classroom teachers; home school educators also have the opportunity — -
to participate in this series as the landmark works to build an environmentally literate citizenry by offering [JTJ
professional education for educators. This education will be used in classrooms and non-formal settings to - — ,
further student understanding of environmental issues. L_L| |
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TM-UT
| UPPER TEXAS COAST WATERBORNE EDUCATION CENTER - $6,634
AMY HILL, 810 MILLER STREET, PC. Box 9, ANAHUAC, TX 77514
pi Public Wetland Education Project
^ The Waterborne Education Center (WEC) conducts six full-day field laboratories and workshops open to the
LJJ public. Participants spend a 1-hour class on shore, where they learn wetlands vocabulary and take part in guided
;< hands-on activities to demonstrate runoff pollution sources and solutions. The group then boards an educational
^ boat for a field laboratory in the Trinity River delta. A ranger discusses the project, its history, and ecological
§ impacts to the area of the Wallisville Lake Project saltwater barrier. Participants don hip waders and disembark
> for hands-on, feet-in learning, such as seining for organisms and water quality testing. The return trip consists of
LLJ a discussion about the relationship between the marsh and the economy, ecology, and health of the local area.
o These field laboratories immerse participants in the local coastal wetlands and educate them on the importance
^ of conserving these valuable locations.
Utah
PLATEAU RESTORATION, INC. -$13,500
TAMSIN MCCORMICK, 3170 RIMROCKROAD, MOAB, UT 84532
Habitat Restoration and Education in Southeastern Utah
Plateau Restoration, Inc. (PRI), is a non-profit organization that has conducted service-learning programs for
college students in southeast Utah since 1995- The goal of the project is to improve wildlife habitats by increasing
[Ln I public awareness of issues surrounding habitat loss caused by development and overuse and to improve
i-—I environmental stewardship. Middle school, high school, and college students, along with teachers, are targeted
I—L| for this program. The program includes habitat restoration projects in riparian and upland areas. It provides
TFil effective hands-on learning opportunities that educate students about local environmental issues and encourage
—I them to increase stewardship initiatives that involve habitat protection and restoration. The primary focus is on
U-Tj | native vegetation, soil erosion, weed invasion and weed control, along with air and water quality issues.
Educational materials come from existing resources, such as ecosystem curricula and lesson plans from EPA, the
Natural Resources Conservation Service, Center for Global Environmental Education, Wildlife Habitat Council,
National Wildlife Federation (Backyard Wildlife Habitat), and Royal Horticultural Society (U.K.). Canyonlands
Field Institute's (CFI) existing educational materials and handouts for PRI are also used, along with additional
material from Utah State University Department of Forest, Range, and Wildlife Sciences.
SALT LAKE CITY CORPORATION - $10,000
LISA ROMNEY, 451 SOUTH STATE STREET, ROOM 306, SALT LAKE CITY, UT 84111
Environmentally and Economically Sustainable Business Education Program
The Salt Lake City Corporation (SLCC) is a municipal government agency that initiated the Salt Lake City
Environmentally and Economically Sustainable (e2) Business Education Program. This innovative, model
program educates local small business owners on best management practices that lead to pollution prevention
and promote a business culture of environmental stewardship. The objective is to educate small business owners
JjJ on improving public health and sustainability through conservation strategies and environmental policies. The
I—i e2 Business program conducts educational programs for local small business owners using the environmental
—11 assessment tool (e2 Environmental Baseline Report and Improvement Plan) that will help them identify ongoing
Lyi environmental improvements. This tool also helps to evaluate environmental impacts of their business operations.
:=~- Long-term program outcomes are reductions in or alternative uses of toxic materials, such as cleaners, solvents
JT] and caustics, and the reductions in or proper disposal of hazardous and solid waste materials, along with the
11—i conservation of water, energy, and other natural resources through sustainable practices.
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VT-VA
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Uermont
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ASSOCIATION OF VERMONT RECYCLERS - $30,000 gp
KARIN McNEiLL, PO. Box 428, PLAINFIELD, VT 05667 j
Youth Environmental Coalition 1
Youth Environmental Coalition (YEC) fosters teen leadership in conservation and waste reduction through ^
recycling, composting, and conducting waste audits. The program educates teens, adults, and school clubs and 51
home school groups on waste reduction and the world-wide environmental, health, and social consequences of g
wasteful consumption. Students develop and complete 15 to 20 service projects on waste reduction in the o
schools and make others aware of how they can reduce waste. Participants are reached through in-school and CD
after-school meetings, training workshops, school-wide assemblies, online communication tools, YEC newsletters,
and teen peer mentoring programs. In addition, all participants attend the Annual Environmental Summit,
highlighting these and other environmental topics.
Uirginia ^p
IMI
See page 7 for a profile of a grant awarded to Earth Force, Inc. by EPA Headquarters. — Ll
BLUE RIDGE CENTER FOR ENVIRONMENTAL STEWARDSHIP - $1 5,000 =^-\
SHAWNA DE\A/ITT, 1 1 661 HARPERS FERRY ROAD, PURCELLVILLE, VA 201 32-1 944 ]5|
Birds of a Feather Environmental Education and A wareness Program \\±\
Birds of a Feather establishes an ongoing outdoor environmental education program year-round to educate T=\]
participants and raise awareness about the importance of avian diversity and habitat conservation. Activities — I 1
include teacher training, development of a self-guided, 1-mile route that traverses three distinct avian habitats, | Lj~j]
and installation of two chimney swift towers. In addition, activities include decent recruitment and training, T=
development of learning and teaching training aids, community outreach, and hosting groups and independent L_L|
visitors. The audience includes teachers and school children in kindergarten through grade 5- TjjTI
PIEDMONT ENVIRONMENTAL COUNCIL - $4,800
MELISSA WILEY, PO. Box 460, WARRENTON, VA 201 88
Cultivating Watershed Stewardship
The Piedmont Environmental Council's project educates teachers, students, residents, and local decision-makers
about water quality and local watershed issues in Loudoun County, Virginia. Field trips for high school students
and teachers are conducted in the fall and spring to carry out a plant survivability protocol in the field and to
plant trees based on the results from the fall field work. The program results in long-term increased watershed
awareness and stewardship and a reduction in nonpoint source pollution.
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WA
Washington
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WV-WI
West Virginia a
O)
OGLEBAY INSTITUTE-$9,910 ^
MARK WILLIAMS, 1330 NATIONAL ROAD, WHEELING, WV 26003 j
Mission Ground Truth: Enhancing Teaching Through Technology and Field Experiences 1
The Olgeby Institute: Mission Ground Truth is an integrated, interdisciplinary, and inquiry-based ecosystem ^
assessment program that incorporates field studies and innovative technologies for middle school teachers. 51
Teachers explore environmental education concepts and methods, complete freshwater stream and deciduous g
forest ecosystems testing, and equipment usage that assist in integrating the program into the classroom o
curriculum. The project is designed and developed for grade 7 and 8 teachers in West Virginia and southwestern CD
Pennsylvania.
3>
TUCKER COUNTY FAMILY RESOURCE NETWORK - $1 2,043 l^i
APRIL MILLER, 501 CHESTNUT STREET, PARSONS, WV 26287 M
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Organizational County Connections ^
The Tucker County Family Resource Network — Tucker County Connections (TCC) community education JT]
initiative in West Virginia assists young people in developing a relationship with the natural environment. TCC l-p-i
teaches elementary through high school-age children to treat the local streams and woodlands responsibly. ' — 1 1
Students and teachers from Tucker County elementary, middle, and high school, Boy and Girl Scouts, and 4-H mTl
groups participate in educational field trips to local public land preserves, providing students with a model of i — '
environmental, experiential teaching and learning practices. A Natural and Cultural History Field Trip Series I Lf|
and Resource Guide also have been developed. prn
Wisconsin
RIVER COUNTRY RC&D COUNCIL INC. - $23,000
BRIAN BREZINSKI, 1 304 NORTH HILLCREST PARKWAY, SUITE B, ALTOONA, Wl 54720
Partnership for Prairie Education and Restoration |jTj
The Partnership for Prairie Education and Restoration project encourages stewardship of prairie remnants in the
Eau Claire area. The project focuses on measures to protect remnants of the prairie near Xcel Energy's gas and
electric lines as well as other spots in the area. Local organizations, schools, community groups, and the public [fl
are asked to volunteer to work on the sites. Participants volunteer their time and commitment to restoring the
prairie through the project's educational demonstrations, classroom instruction, and community gatherings. In
addition to awareness, a collaborative education effort is pursued that consists of creating or modifying educational T=T
curriculum and materials. A Web site has been created to showcase efforts made with the prairie. The Prairie ' — I
Partnership consists of community members who represent the University of Wisconsin-Stout, the University of
Wisconsin-Extension, Northstar Middle School, and Prairie Enthusiasts.
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