United States
Environmental Protection
Environmental Education
Division (1704A)
EPA 171-R-08-001
 2007 Environmental  Education
                Grant Profiles


                U.S. Environmental Protection Agency
       Office of Children's Health Protection and Environmental Education
                 Environmental Education Division
                      Ariel Rios Building
               1200 Pennsylvania Avenue, NW (1704A)
                     Washington, DC 20460



This report summarizes 51 Environmental Education Grants awarded by the U.S. Environmental Protection           5
Agency (EPA) during fiscal year (FY) 2007- 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 $50,000 and the regional offices award smaller grants. Since inception of the program, more than 3,200
environmental education grants have been awarded.                                                             l^jTl

The grants are awarded to stimulate environmental education and support projects that address EPA educational          I Lf|
priorities such as: state education reform and capacity building, human health, teacher training, career development,          I prn
and community environmental issues. The goal of the program is to support projects that enhance the public's          '—' I
awareness and knowledge of environmental issues and the skills they need to make informed and responsible
decisions that improve  environmental quality through increased stewardship. Organizations eligible for grants
under the program are:  a college or university, tribal or local education agency, state education or environmental
agency, nonprofit 501(c)(3) organization, or non-commercial educational broadcasting entity.
Between 1992 and 2006, Congress appropriated almost $3 million annually for this grant program. EPA funded          L~L~|
138 grants with that appropriation in 2006. In response to reduced and delayed funding in 2007, EPA decided          l-pn
not to issue a solicitation for new environmental education grant proposals. In order to award grants in a timely          I—11
manner and reach teachers by early summer 2007, EPA selected a limited number of proposals from those received          m~|
in response to the 2006 Solicitation Notice.  EPA selected and funded additional grants from the most highly          ^=
qualified and highly scored proposals that were not funded in the 2006 grant cycle.  As a result, more than $1.3          LiL|
million was appropriated for 51 grants in 2007, which leveraged almost $1.1 million in matching funds provided          I^T
by grant recipients.                                                                                         —-

Because federal funds may not exceed 75 percent of the total funding for a project, each grant recipient is required          l-p-
to provide from their own organization or a partner organization a matching contribution with a value of at least $ 1          '—I
for every $3 provided by EPA.  The total matching funds leveraged nationwide often exceed the required amount          IjTj
and frequently surpass the total funding provided by EPA. The dollar amounts reported in this document identify          p^
the EPA funds awarded to the grantee and do not reflect the matching funds provided by the grant recipients.            UiL]
Congress directed EPA to focus on small grants to seed community projects; therefore, the EPA regional offices
make small local grants their first funding priority. In 2007, EPA's 10 regional offices awarded $938,680 for an
average of 5 grants per region.  Headquarters awarded 5 grants, for a total of $403,067-  Headquarters grants
averaged $80,613; the smallest grant awarded was $62,156; and the largest awarded was for $92,882.                   '—

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 and application          1:1
forms may be viewed online at www.grants.gov 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 page 22 of this document.                                                               |_JT]

                      www.epa.gov/enviroed/grants                                 jgj




Grants Awarded by EPA  Headquarters                                    |

California                                                                                                 I

THE BAY INSTITUTE OF SAN FRANCISCO - $92,882                                                                       §
GRANT DAVIS, 500  PALM DRIVE, SUITE 200, NOVATO, CA 94949                                                          ^
The Students  and Teachers Restoring a Watershed (STRAW) Project                                                  g
The STRAW  Project educates kindergarten through grade 12 teachers, community educators, and students about           o
environmental issues specific to the San Francisco Bay region. Participants gain knowledge, skills, and experience in           CD
environmental science and place-based learning methodologies that ultimately improve community environmental           g
stewardship. Teachers and community educators participate in a 3-day training institute and subsequent workshops           °°
that focus on  hands-on scientific studies of riparian and wetland ecosystems, restoration methodology, and local          p=:
land use history.  STRAW helps teachers develop methods for integrating environmental topics into the standard          lil]
curriculum.   Students attend presentations  that explain the land use history, environmental problems, and          |^=n
objectives and methods of restoration for the specific watersheds where they will be working.  The presentations          -—-I
prepare students to participate in professionally designed restoration projects on rural and urban creeks, including          [In
revegetation with native plants; removal of non-native invasive species; and sophisticated biotechnical work for
erosion repair in riparian corridors. Students develop presentations based on data collected in the field and deliver
them  to other classes and STRAW staff members.  Key project partners include the Marin County Stormwater
Pollution Prevention Program, Marin Resource Conservation District, Sonoma County Water Agency, U.S. Fish
and Wildlife Service, and Point Reyes Bird Observatory.

UNIVERSITY OF THE PACIFIC-$69,626                                                                               M
CAROL BRODIE,  3601  PACIFIC AVENUE,  STOCKTON, CA 95211                                                             JS|

Environmental Education at the Terrestrial-Marine Interface                                                         Hi]
This project is a  collaborative effort that links the curriculum  agendas at the University of the Pacific and the           pri
University of  California, Davis, to foster interest in environmentally related career paths and to broaden societal          —< I
awareness about environmental issues and the need for stewardship. The project provides formal environmental          JJ_TJ
education experiences  for undergraduate and graduate students through summer research projects and three          ^=
class modules. During the modules, the students measure three beach profiles at locations along the Northern          lil] |
California coastline to evaluate beach erosion and monitor water quality and water  flows in several watersheds          iTjFT
along the Northern California coastline and in the coastal ocean. The students also  learn about environmental          —-
careers during panel discussions with environmental  professionals. The modules promote critical thinking and          JT]
decision-making skills, cultivate stewardship, and encourage environmental careers. Each module concludes with          h—
student participants creating displays for community interaction and education and developing fact sheets and          I—I
teaching packets for high school educators. A project Web site is also developed to provide a central clearinghouse           ppTI
for downloadable versions of teaching materials to ensure they are widely available and applied.                         -.—I



             deliver training, support, and curriculum resources. Teachers who participate in the Adopt-an-Ecosystem Initiative
 LLJ           attend workshops to receive training that provides them with tools to enhance their knowledge of environmental
 g           issues. Teachers use classroom curricula to prepare students for stewardship activities. In turn, students learn about
 ^           threats to the environment, including invasive species, development, pollution, and neglect. They also consider
pur          strategies for developing responses to restoring and conserving natural areas in the city. After the classroom lessons,
LrTl           students complete initial site assessments of the ecosystem chosen and spend multiple  days involved in  on-site
Ip^i          restoration and conservation. Partners on this project are the Alliance of the Great Lakes, Friends of the Parks,
'—' \          Friends of the Chicago River, and the Field Museum.

|           Utah

y=           Utah Project for Excellence in Environmental Education
Ltll           Strengthening the capacity and quality of environmental education programs, non-formal educational programs,
 r-TI          and teacher partnerships in  Utah are  among the goals of this project. The Utah Society for Environmental
—I          Education is inventorying state environmental programs and materials related to energy conservation, air quality,
[In           water quality, and waste management issues. A needs assessment is being conducted to identify how to best support
i-—|          kindergarten through grade  12 teachers throughout Utah to improve the use of environmental education as an
LI11          integrated context for teaching the core curriculum. A focus group is discussing the results of the inventory and
|]JT~           needs assessment to decide how many teachers are integrating environmental education topics into their lesson
—           plans and the best strategy for supporting teachers to make environmental education an integral part of what they
 L|1           do.  In addition, the focus group is  developing an implementation strategy for a model program to help guide
i-—|          non-formal environmental educators throughout Utah about how to effectively correlate their programs to the
I—L| |          state core curriculum while inspiring and empowering students to become more environmentally literate. Partners
lljTl          on this project include the Utah State Office of Education, Utah State University Water Quality Extension, Utah
-.—-I          Project WET, Pine View High School, Utah House, Tracy Aviary, and Four Corners School of Outdoor Education/
[JT|           Bioregional Outdoor Education Project.


Virginia                                                                                                        |

VIRGINIA DEPARTMENT OF ENVIRONMENTAL QUALITY - $62,156                                                                 m
ANN REGN, 629 EAST MAIN STREET, PO. Box 10009, RICHMOND, VA 23240-0009                                            j

Building Statewide Capacity by Supporting Four Regional Alliances in Virginia                                             |
Virginia's master/business plan for environmental education for community-based programs that was adopted            >
in 2004 is implemented through this project.  The goal of the project is to build the capacity and sustainability            ^
of environmental education in the State of Virginia by implementing the plan and developing leaders to revise            sg
the plan in 2010. To achieve this goal, the Virginia Office  of Environmental Education is:  (1)  establishing at            o
least three regional environmental education alliances; (2) increasing membership and collaboration in regional            CD
alliances; (3) providing an annual meeting and leadership forum; (4) conducting a strategic planning and needs            g
assessment in each region; (5) providing 3 days of professional development to meet the needs identified by each            °°
region; and (6) recognizing  community-based  initiatives and community environmental education leaders.  This
project employs a full array of communication and education techniques, including monthly electronic newsletters;
Web sites; meetings; professional development workshops;  an annual conference; strategic planning exercises;
and printed materials aimed at increasing partnerships, and facilitating communication and  networking.  The
project helps community-based educators connect their programs to the public, link to other statewide or local           [IfJ
programs, and find and leverage support for their programs. The primary partner on this project is the Virginia           i-—
Resource — Use Education Council.                                                                                LL|



               Grants  Awarded by EPA  Regional  Offices
TUOLUMNE RIVER PRESERVATION TRUST - $42,900                                                                          g
PATRICK KOEPELE, 914 THIRTEENTH STREET, MODESTO, CA 95354                                                            S
Tuolumne River Education Project                                                                                    I
The Tuolumne River is an invaluable natural resource to Stanislaus County.  It is a source of drinking water,           §
irrigation water, and hydroelectricity.  It also supports an important ecosystem that is a habitat for several listed           m
species. The objective of this project is a community that is well-informed about the river's importance and is           >•
able to make educated choices about its stewardship and management. To help achieve this goal, the Tuolumne           ^n
River Preservation Trust offers students, teachers, and parents a series of field trips, classroom lessons, tours of the
watershed itself, and a service learning project related to stewardship of the river. Additionally, teachers undergo
a separate training program that includes "Trekking the Tuolumne River" curriculum activities, use of "science
suitcases" on water-related  topics,  and a service learning training.  The  audience includes students in grade 4,
teachers, and parents trained as field trip chaperones. This project has at its foundation an existing California
Science Standards-based curriculum ("Trekking the Tuolumne River")  designed to educate people about the
river's ecosystem and encourage its stewardship through hands-on experiences at the river and participation in
restoration projects at local  sites.  The project is designed to encourage students to draw conclusions and evaluate
their impact by monitoring and evaluating their own field work based on basic scientific constructs taught in
pre- and post-field classroom lessons.



Creating Wildlife Habitat with American Indian  Focus Schools                                                           U|
The concept of the Creating Wildlife Habitat with American Indian Focus Schools Project is to improve overall           mTI
environmental knowledge and stewardship opportunities of students, teachers, and community members of Denver           p=
Public Schools (DPS) American Indian Focus Schools (AIFS). The environmental issues addressed by this project           LiTJ
are habitat, habitat loss, and habitat restoration. The goal of this project is to use hands-on teacher trainings while           pri
providing opportunities  in environmental stewardship to improve environmental  education teaching skills of           —< \
AIFS teachers, to provide teachers with opportunities to educate their students and community members about           JJ_TJ
environmental issues that involve wildlife habitat, health habitats, and habitat loss, and to promote environmental           ^=
careers. The audiences served by the project include educators and students in kindergarten through grade 8 from           LrL| |
the DPS AIFS.  It also includes  families and  interested volunteers from the participating school communities.           l^jT
Developed open space and agricultural land increase air and water pollution, putting a strain on the water supplies           —-
and destroying wildlife habitats.  Animal populations throughout the region have experienced declines related to           Lfl
loss of habitat that can be traced to rapid human population growth,  grassland to farmland, urbanization, and           h—
habitat fragmentation. Aimed at the educators and their students, the project is intended to increase their impact           I—I
as environmental stewards and promote environmentally responsible behaviors. The objectives of this project are           ppTI
to (1) improve the environmental education teaching skills of educators from the Denver Public American Indian
Focus Schools, (2) introduce students to local environmental issues and  environmental careers, and (3) provide
the AIFS schools and their communities with opportunities in environmental stewardship related to  restoring           ,
and creating wildlife habitat. Delivery methods include teacher training; habitat restoration projects on schools           '—
grounds; school visits by Native American and other environmental professionals; community volunteer training;
and community environmental stewardship projects.






Hawaii                                                                                                         |
MOANALUA GARDENS FOUNDATION - $30,000                                                                             m
PAULINE WORSHAM, 1352 PINEAPPLE PLACE, HONOLULU, HI  96819-1754                                                     |

Native and Invasive Species — Their Impact on Hawaii                                                                 |
The natural environment of Hawaii is in crisis. Of the 150 natural communities on the islands, 85 are considered           >
critically endangered. Furthermore,  Hawaii has the highest rate of bird extinctions in the world.  The loss of          ^
native ecosystems, particularly forested watershed cover, has affected not only native species, but soil resources,           sg
ground  and surface water,  and the marine environment as well.  This project produces a Native and Invasive           o
Species instructional module that meets the Hawaii Department of Education's (HDOE) standards for teachers           CD
and students.  The  eight-lesson plans and resource materials, tailored to Hawaii's special environmental issues,
are developed by a credentialed science educator. The content and practical exercises for students are designed to
help students understand the concept of responsible stewardship and motivate them to become effective future          p=:
workers, problem solvers, and thoughtful community leaders and participants.  As a result of this project, HDOE          LtL|
teachers in grades 1 through 7 have a state-of-the-art Native and Invasive Species curriculum and updated resources          I j=jl
materials. Through this teaching module, and its classroom instruction and meaningful practical exercises, students          -—-I
in Hawaii's public and private schools learn the importance of respecting, caring for, and maintaining the islands'          [Ljl
complex, diverse, and unique ecosystems.


AMY PIKE, 110 EAST FIFE STREET,  PO. Box 791, LAVA HOT SPRINGS, ID 83246                                               |^|

Idaho's Next Steps in Building Statewide Capacity                                                                    [j_nj
This project continues to increase the environmental education capacity in the state by providing a year of leadership          p=
development and strategic planning. A trained facilitator works with the association's 11-person board to conduct          LiL]
a statewide needs assessment to find out the current needs of Idaho's environmental educators; provides leadership           p=n
development about the association's  place in the larger environmental education establishment; implements a          J=U
recommended community relations system to  improve the association's communications and networking systems;          [Ljl
and writes a strategic plan for 2007 through 2012.  There is no statewide environmental education mandate in           -—
Idaho, so the association must be as  effective and strategic as possible in its work. The grantee holds training          I—L|  |
sessions, professional facilitated meetings, semi-structured interviews (for needs assessment), and presentations at          IffT
professional  meetings, and participates in the  North American Association for Environmental Education annual          —-
conference (in particular the affiliates pre-conference workshop).  All these delivery methods are used to increase          jTj
capacity building, conduct the needs  assessment, build leadership development, and develop the strategic plan.           h—


  £            Illinois

SOUTHERN IOWA FORAGE AND LIVESTOCK COMMITTEE - $1 1 ,784                                                              g
MELISSA MAYNES, 603 ZTH STREET, CORNING, IA 50841                                                                  S
Land Stewardship for Vocational Agricultural Students                                                                I
Land Stewardship for Vocational  Agriculture  Students involves retired university extension specialists who train           §
vocational agriculture teachers. Educators teach high school and college agriculture students about stewardship           m
practices and how they relate to farming. Students learn the use of grasses and legume forages, about soil particles           >•
that carry water pollutants, and about croplands and grasslands. Agriculture teachers and university extension           ^n
specialists demonstrate and teach land stewardship practices to students. This project provides long-term education
to future land managers to encourage environmental stewardship.


JANA LINDLEY, PO.  Box 379, WAMEGO, KS  66547

No-Till on the Plains  Information initiative
The No-Till on  the Plains Information Initiative teaches young people, teachers, community members, and
the agricultural community about the  benefits that result from use of a no-till cropping system. Teachers and
community members identify potential farms and farmers to be used in the project. In turn, students learn how
to adopt environmentally friendly farming techniques and how no-till farming preserves the environment and
conserves resources. Youth participate in field trips to observe model no-till farmers.  Students also attend and
present sessions on  the environmental benefits of no-till farming practices at the annual no-till on the plains
conference.                                                                                                     h—j

Maine                                                                                                       !l|

MOUNT DESERT ISLAND  BIOLOGICAL LABORATORY - $21,125                                                                !=!
MICHAEL MCKERNAN, OLD BAR HARBOR ROAD,  PO. Box 35, SALISBURY COVE, ME 04672                                       |FH

Marine Environmental Education at the  Mount Desert Island  Biological Laboratory                                      |jrj
This project supports environmental education in the Myers Marine Aquarium, which houses unique vertebrate           -—,
and invertebrate marine animals as well as algae from Frenchman's Bay and the Gulf of Maine. Specific objectives          L_L| |
are to (1) recruit an experienced marine environmental education teacher for the summer season, (2) modify          iTjn"
existing and design new educational displays and aquaria by recruiting an undergraduate research intern for the          	
summer program, and (3) enhance the education of students, teachers,  and  the community through monitoring           jTj
using the Mount Desert Island  Biological Laboratory (MDIBL) research community and the Community          h—
Environmental Health Laboratory and its ongoing environmental research projects. This project has undertaken          '—I
a key partnership with the Mount Desert Island Water Quality Coalition.                                              {jTj



The Urban Education Program at Irvine  Nature Center: Schoolyard Discovery
Irvine Natural Science Center is  a hands-on environmental urban education program serving Baltimore City's
most economically  and  educationally challenged neighborhoods. This program provides curriculum-based
environmental education to high school students who, in turn, become teachers and mentors to younger students in          [JTJ
a partner elementary school. The  Irvine Natural Science Center brings students, teachers, administrators, parents,           -—,
and community agencies together to develop schoolyard habitats that restore and revitalize school grounds. The          L_L| |
Irvine Natural Science Center develops leadership and vocational skills among high school students through a           TjjTl
6-week summer fellowship program.                                                                              -,—I



   .             Massachusetts
             mountain environments, and physically challenging activities that result in teambuilding and develop character.
   LLJ          Curriculum options include Biological Sciences (forest ecology, watersheds, winter ecology, and wildlife), Earth
   g          Sciences (mountain weather and geology), and Outdoor Skills (teambuilding, leadership, map and compass, hiking,
   ^          snowshoeing, and  low-impact outdoor ethics skills).  When they participate  in this program, teachers observe
  pur          AMC staff modeling relevant hands-on teaching and learning techniques that integrate environmental education
  [HI          into various disciplines.  The teachers then integrate these techniques their classroom.

  j=          SILENT SPRING  INSTITUTE - $39,075

   Jiy          Promoting a Novel  Web-based Environmental Health Mapping Tool
  I h=T|          The goal of this project's outreach effort is to advance awareness of the link between the environment and women's
  —I1          health by engaging a broad audience in using an innovative Web-based interactive geographic information system
  | Lfj]          (GIS) mapping tool, the Massachusetts Health and Environmental Information System (MassHEIS). The Silent
  p=          Spring Institute informs the public and community decision-makers about MassHEIS and facilitates their use of
  LtLl          this new resource through numerous presentations to state-wide organizations of local health and decision-makers,
   ppjl          as well as to grassroots health-affected and environmental groups. Through follow-up with users, Silent Spring
  • =U          evaluates (1) the impact of MassHEIS on their understanding of environmental and health issues, and (2) actions
  [In          users have taken to reduce pollution,  plan for improved environmental and health data collection and tracking,
  i-—|          or promote environmental stewardship in other ways.

  |5|          Michigan

   5]          MICHIGAN STATE UNIVERSITY - $40,878
                Living with the Eastern Massasauga Rattlesnake
                A network of resource personnel are established to respond to massasauga rattlesnake reports or to conduct public
                education. Workshops, educational materials, and personal consultations provide the public with comprehensive
                and accurate information, resources, and skills to make informed decisions about co-existing with the massasauga
                rattlesnake.  In addition, landowners are provided specific recommendations about stewardship actions that they
                can implement to benefit the massasauga and its habitat.  These efforts help to address misconceptions and cultivate
                greater awareness on this  species and assists with implementation of needed stewardship.  The project continues
                efforts to build a sustainable massasauga education and outreach program in Michigan. The public and landowners
                are reached through educational workshops; educational materials such as brochures, posters, and informational
                handouts and a Web page; interpretive exhibits; a locally based resource network;  and the local media through a
                press packet, and press releases, and articles. The local resource network targets volunteers, natural resource and
                other professionals, and educators who conduct public education and outreach.


Mississippi                                                                                                 |
RUST COLLEGE-$33,068                                                                                           m
FRANK YEH, 150 RUST AVENUE, HOLLY SPRINGS, MS 38635                                                               |
Rust College Environmental Health Education Program                                                                |
This project proposes to achieve two goals. The first goal is to develop an environmentally friendly, informed and           >
responsive public via environmental education. The project achieves this first goal through two main objectives:  (1)           ^
chemical and microbial analyses of ground and surface water contamination by phosphates, nitrates, and microbial           sg
organisms believed to come from cattle ranching practices in three counties of rural northwestern Mississippi; (2)           o
present and discuss research findings and data obtained in a public forum with the stakeholders of the counties.           CD
This objective is intended to educate the county leaders and citizens about risks to human health in the continued           g
use of contaminated ground and surface waters.  The second goal is to develop a sustainable environmental           °°
stewardship. An action plan is developed to address water quality restoration needs during the public forum with          p=:
the leaders and citizens and during nonpublic meetings with stakeholders. Rust College has taken on responsibility          LiL|
to educate and train its students and the citizens  of the four counties by offering service learning environmental          I j=jl
courses for the students, summer academies for school teachers, and seminars for the public.                            —-I
Climate Change:  Myth or Reality
This project involves teachers who participate in weekly seminars on climate change and teaching strategies. Staff          I—11
from the Global and Multicultural Education Center, in partnership with the University of Missouri Kansas City          mTI
School of Continuing Education faculty, conduct workshops for teachers.  These workshops give teachers an          p=
opportunity to examine the complexity of the climate change issue. Teachers participate in exercises to develop          LiL]
conflict resolution and problem-solving skills. These professional development activities focus on teaching skills          p=n
strategies and effective classroom techniques for teaching students about global environmental complexities of          J=U
climate change. Teachers then incorporate climate change information into their  lesson plans to teach students          [Ljl
how they can become environmental stewards.                                                                     -—

PARENTS AS TEACHERS-$14,533                                                                                   \\^
KATE McGiLLY,  2228 BALL DRIVE, ST. Louis, MO 63143                                                                "^

Parent Education to Prevent Child Development Delays                                                              j=
Parents as Teachers conducts  a workshop titled "Neurotoxins:  Their Effects on Development, Learning  and          '—I
Behavior."  This project involves training early childhood professionals on how to teach women of child-bearing          {yTj
age and families about child  development through parent education.  Parents as Teachers holds a train-the-
trainer workshop and conducts  visits to  deliver information to  women on the effects of household chemicals,
hazardous materials, and exposure to chemical mixtures  on child development. This workshop teaches women           ,
about precautions they can take when they handle hazardous chemicals and how to prevent a broad array of birth          '—
defects and disabilities.  These activities  serve families with support  and  enhance child  development through
parent education.


   .             Montana

Mew York                                                                                                    |
BRONX RIVER ALLIANCE, INC. - $19,875                                                                                 m
ANNE-MARIE RUNFOLA, ONE BRONX RIVER PARKWAY, BRONX, NY 10462-2869                                                 |

Bronx River Classroom                                                                                             |
The Bronx River is a rich learning laboratory, providing youth and adults with a local natural area to explore and           >
opportunities to engage in real-life environmental assessment, monitoring, and restoration projects. Through the           ^
Bronx River Classroom project (BRC), the Alliance Education Program provides teachers and community-based           sg
educators with  training, curriculum consulting, lesson plans, equipment, supplies, and in-field support to help           o
them become more aware of the local environment and understand its importance and how it can be protected.           CD
The goal is to enable educators to take the knowledge and skills gained from the BRC and use the river and its           g
watershed as an outdoor classroom.  By bringing youth to the river, educators not only give students a tangible           °°
place to learn about the environment, but also an opportunity to contribute to their community. These experiences          p=:
create an aware, involved community and foster development of stewards to protect and improve the corridor          LiL|
and watershed.                                                                                                   |^=T|

CLEARPOOL, INC.-$15,000                                                                                         |S]

Dual-campus Resource Investigation for New York City Kids (DRINK) Program
The DRINK program provides opportunities for students in three partner schools to engage in experiential learning
to better understand watershed issues in the greater New York City area. Students explore watershed ecology of
both the local, urban environment and at a preserved 350-acre  campus to discover ecological processes in these          h—j
systems, learn how human impacts can affect the health of a watershed, and find out what they can do to mitigate          '—11
these impacts. The DRINK curricula support the New York state and city curriculum, targeting specific key ideas          mTI
and performance indicators, through hands-on, inquiry-based learning in the outdoors.  Students who participate          p=
in this program increase their science achievement while they develop the knowledge, skills, and commitment to          LiL]
integrate an environmental ethic into their lives.  Additionally, students develop skills to communicate effectively           p=n
and coordinate action with others.
GROUNDWORK YONKERS- $17, 878                                                                                     ^=n
RICK MEGDER, 6 WELLS AVENUE, YONKERS, NY  1 0701                                                                    —I
Eco-Awareness and Imagination in the Outdoor Classroom                                                            -^
Under this project, Groundwork Yonkers develops materials and trains educators to use a new, comprehensive           jTj
schoolyard garden with multiple learning environments. It is the first such teaching resource in Yonkers, the state's          h —
fourth-largest city. Over the last 2 years, this organization has developed the garden at an elementary school with          ' — I
the largest enrollment of immigrant families. With students and volunteers, including senior citizens from the           {jTj
community, a blighted schoolyard is being turned into a vibrant, outdoor learning space.  The project supports
a local school by making the garden a true resource with teacher guides, teacher training, interpretive signs, and
hands-on demonstrations.  Groundwork Yonkers is adapting and synthesizing existing materials on schoolyard           ,
habitat and urban ecosystems for this purpose. Themes  related to pollution reduction, ecological literacy, and          ' —
natural life cycles are emphasized.   Once it is  established, this outdoor classroom will become a resource for
educators throughout Yonkers.

   £           WILDLIFE CONSERVATION SOCIETY - $14,260
               LEE LIVNEY, 2300 SOUTHERN BOULEVARD, BRONX, NY  10460

Ohio                                                                                                          |

COMMUNITIES IN SCHOOLS-$18,943                                                                                  m
BETH URBAN, 510 EAST BROADWAY, COLUMBUS, OH  43214                                                               |

Recycling Awareness                                                                                             |
Communities in Schools provides environmental education opportunities to students in after-school programs.           >
The opportunities focus on community issues of (1) litter, (2) lack of environmental stewardship, (3) waste           ^
reduction, (4) limited willingness to recycle, and (5) limited access to free recycling centers in low-income areas of          sg
Columbus. Students learn the effects of littering along with the value of recycling and environmental stewardship.           o
Goals are achieved through use of EPA's Planet Protector and Make a Difference curriculum and field trips and           CD
by starting recycling programs in  each participating school. The project is implemented in three phases:  (1)           ^
educational programming during  the after school program, (2) active participation in school and community           °°
recycling, and (3) promoting greater access to recycling bins for the school community.  Students involved in the          p=:
project educate the Solid Waste Authority of Central Ohio and the local government about the importance of         LiL|
recycling.                                                                                                       ||jjl

Oklahoma                                                                                                   !l


Building a Sustainable Oklahoma
This workshop educates the public about the presence of toxic materials in consumer products and their role          IT—i
in sustainable development.  The workshop is titled "Building  a Sustainable Oklahoma" and is presented at the          I—11
annual Oklahoma Sustainable Network conference.  After the conference, workshop materials are posted on the          mTI
Oklahoma Sustainability Network and Oklahoma State University Web sites for wide distribution to members of         p=
the Oklahoma Sustainable Network and other interested groups or persons.                                          LiL]

Oregon                                                                                                      h=

JACKSON BOTTOM  WETLANDS PRESERVE - $14,996                                                                       TJTI
JAN CURRY, 2600 SW  HILLSBORO HIGHWAY, HILLSBORO, OR 97123                                                        —I

Algae-Barley Science Inquiry Project                                                                               -^
The Algae-Barley Science Inquiry Project provides a real-world project model of science inquiry and environmental           jTj
stewardship for educators and  middle and high school and  college students that can be transferred to  the          IT—
community. The first component of the project involves the students in interaction with scientists working on a          '—I
wetlands-based research effort. This project studies the effects of barley straw treatment on suppression of algae
and models science inquiry processes and stewardship for clean water. In the fall, a teacher workshop is held to
learn, plan, and share ideas and materials.  Field trips to the wetlands are held in the fall and in the spring to learn
about science processes, water quality parameters, and algal data collection.  The second major component of the            _
project, during the winter, involves students in science inquiry projects or stewardship projects in the communities.          '—
In the late spring, the students present their findings at a public "Science at the Wetlands" celebration.






   £          TILLAMOOK SCHOOL DISTRICT #9 - $16,904
               CLAIR THOMAS, 6825 OFFICER'S Row, TILLAMOOK, OR 97141
           speakers, student peer leaders, and varied classroom activities and labs are all used in this project. As the program
   LLJ          develops and high school students are trained, the program will expand to all grade levels with grade appropriate
   o          level material.

  jgj          Pennsylvania


  ~          Minimizing the Risks from Environmental Toxins through Education
   ill          Janitors, teachers, and other staff including healthcare  practitioners in  child care centers in Philadelphia are
  I h=n          educated about the harmful effects to both children's health and the environment caused by indoor air pollution,
  —I1          especially harsh cleaning products and pesticides used in these facilities. The health education center uses the funds
  | Lfj]          to promote and increase the use of environmentally friendly cleaning products and pest control in the child care
  p=          centers  selected and in the home to protect children's health.  All participants attend an interactive educational
  [ill          session, held at the daycare center, on environmental education topics that focus on indoor air pollution and pest
   ppji          management.

  Ml          Tennessee

  Ml          IJAMS NATURE CENTER-$20,310

   |p]          Living Clean and Green
  11—|          Living Clean and Green is a series of 16 programs designed to inform the public and improve the environment.
  I—L| |          The Ijams Nature Center presents these programs to civic organizations, church groups, neighborhood associations,
  Ik1^          and garden clubs.  The key concepts embraced in Living Clean and Green are natural cycles, interrelationships,
  I—-I          biodiversity, understanding community, environmental stewardship, personal responsibility, and living in balance
  |_JT|          with the natural world. The programs are scheduled by request; these hour-long programs or workshops include
   ^1          a slideshow overview of the basic concepts for each program,  followed by an interactive discussion.  A number
   —I |          of the programs involve outdoor components.  Programs held on site at Ijams Nature Center have added value
  iTji"          because of the natural outdoor setting.  However, many of the programs can be presented easily indoors and off
  •—          site or can be modified to accommodate the audience and location of the workshop. The annual audience reached
   Li]          through the programs consists of members of the public, school students, and college students.



Texas                                                                                                         |
BRENHAM INDEPENDENT SCHOOL DISTRICT - $27,398                                                                      m
NANCY OERTLI, 711  EAST MANSFIELD STREET, BRENHAM, TX  77833                                                         |

Teacher Training — Outdoor Classroom                                                                             |
This project expands Brenham Independent School District's (ISO's)  outdoor classroom program to include          >
students in grades 7 and 8. As a part of this project, students in grades 5 through 8 and their teachers visit Nails          ^
Creek and Birch Creek Park and learn to use scientific methods to address real environmental problems while they          g
develop an awareness of natural ecosystem and explore their roles and environmental stewards. This project is also          o
supported by volunteers from the Blinn College, Texas Master Naturalists from the Gideon Licecum Chapter, and          CD
the Washington County Extension Agency.
THE ARTIST BOAT, INC. - $50,000                                                                                    |j=n
KARLA KLAY,  4919 AUSTIN, GALVESTON, TX 77551                                                                       ^l

Eco-Art Adventure via Kayak Program                                                                              =-\
The Artist Boat increases awareness among and instills an environmental ethic in middle school students. The          |_j-T|
program employs an innovative and effective inquiry-based teaching methodology, which integrates art and
science to engage all types of learners — visual, auditory, and tactile. The program consists of Eco-Art Workshops
(2-hour in-class workshops); Eco-Art adventures (4-hour waterborne field classes) on kayaks at Galveston Island
State Park; and interdisciplinary environmental curricula in art, math, science, social studies, and English (8 pre
and post classroom lessons teachers deliver). The nonprofit organization also provides faculty members with Eco-
Art Professional Development training. This program meets the goals of the Texas Education Agency — Texas          h—i
Essential Knowledge  and Skills and Galveston Bay Estuary Program's goals for public participation and education          '—11
in the Galveston Bay watershed.                                                                                   mTI


See page 4 for a profile of a grant awarded to the Utah Society for Environmental Education by EPA Headquarters.            I ^

SOUTHERN UTAH UNIVERSITY - $31,886                                                                                TjTI
CHARLOTTE PEDERSEN, 351  WEST  UNIVERSITY BOULEVARD, CEDAR CITY, UT 84720                                              r=

Removal of Arsenic Contamination from Surface Water using Phytoremediation                                          -=
The project  is to clean the  Desert Mound  Mine from contamination by arsenic using native plants for          I ^\
phytoremediation. Arsenic in drinking and surface water is a major concern in the U.S. Several severe effects,          \T=T
such as weakening of the immune system and cancer, can be caused by exposure to arsenic.  The Desert Mound          =L
Mine is a popular swimming hole for local youth and an important source of water for wildlife in the Great Basin           Lm
Desert. The remediation project is used to conduct a high school teacher workshop to address an environmental
component in teaching skills. The workshop is designed to help educators incorporate more applied environmental
science into the science curriculum.  Two workshops for high school teachers are offered state-wide through the           k-n
Utah Department of Education. In addition, community seminars are advertised on the radio, in the local paper,
and through fliers. Undergraduate students at Southern Utah University (SUU) are involved in all aspects  of the
project, from cleaning up the  site using native plants to conducting field trips to the site and giving talks at local
venues.  An important aspect  of this project is that the undergraduate students are involved in new,  cutting-edge          L_L
applied research. They are designing and conducting the experiment, but they are also involved in collecting the
data and conveying the findings to the community at large.





   .            Vermont
             a film festival, and on a Web site that they design and create.  By producing their own videos, students begin to
   LLJ          recognize and take ownership of the environment that exists, not off in the mountains, but in their backyards.
   g          Students learn to become stewards of the streams, forests, and green spaces that affect the quality of life in their
   ^          communities.

   Ijj]          ...  .  .
  M          Virginia
  li          ^^
  ITJTI          See page 5 for a  profile of a grant awarded to the Virginia Department of Environmental Quality by EPA  Headquarters.

  ' rW|          CAMP KUM-BA-YAH INC. - $12,000

  i—-I          Earth Education  at Camp Kum-Ba-Yah  - Hands-on Field Studies for Area Schools
  -—-I          This project helps expand the existing school field work study program to grades 3 through 5. It is an outdoor
  [JT|          facility available for environmental study and exploration to a segment  of the area population  that integrates
  ^,          learning experiences on earth education into all camp-sponsored activities. The priority objective is to provide
  —I |          real-life, close and personal  interaction with the environment  that  will result in greater respect  for the natural
  Mjil          surroundings.

  pi          Washington

  ~          RIVER CENTER FOUNDATION - $14,998
  5]          ROBERT BOEKELHEIDE, PO. Box 3007, 2151  HENDRICKSON ROAD, SEQUIM, WA  98382

  OTJ!          Teaching Science Skills/Ecosystem Protection of the Dungeness  River Watershed
  11—i          This grant develops and provides two  continuing education workshops that  help teachers develop  classroom
  I—11          lessons about the water quality, habitat protection, fish, and wildlife of the Dungeness River watershed. These
   [•pi          lessons help the teachers understand and use basic scientific methods, inquiry-based learning, problem solving,
  •^—          and hands-on techniques. The project instructs  the teachers about how to apply state education testing goals
  JjJ          and skills to watershed health on the North Olympic Peninsula. The River Center partners with  the Jamestown
  11—i          S'Klallam Tribe, the Sequim School District, and Audubon of Washington on this project.


STILLY-SNOHOMISH FISHERIES ENHANCEMENT TASK FORCE - $15,396                                                          g
CARA IANNI, P 0. Box 5006, EVERETT, WA 98026                                                                      S
Restoration Ecology for Young Stewards                                                                            I
This restoration program is for students to design and implement an experimental stream restoration project           §
within the school's watershed. The curriculum is project- and inquiry-based and engages youth in an authentic           m
salmon habitat restoration project.  It increases environmental stewardship within the communities where it is           >•
implemented. The program works with Snohomish County Surface Water Management, local city governments,           ^n
local school districts, and local tribal entities to offer students the opportunity to learn about ecosystems, enhance
their skills in scientific inquiry and investigation, and design solutions to real-world problems faced by restoration
professionals. The curriculum includes two field-based and seven in-class lessons.  Students collect observational           CD
data, perform simple experiments, learn the life history of the salmon, conduct investigations, implement stream           ^
restoration, and communicate their learning. The project reaches classrooms within the Arlington and Snohomish           °°
School Districts.                                                                                                p=:

West Virginia                                                                                             JS]

CACAPON INSTITUTE-$14,924                                                                                      |S]
W. NEIL GILLIES, ROUTE 1, Box 326, HIGH VIEW, WV 26808                                                             |TH1

A New Model for Regional Environmental Education Using the Internet                                                 Ir^n
The Cacapon Institute professional  education and outreach staff work with the region's schools and communities          -.—I
to promote watershed awareness. This grant is used to reach a teacher-targeted audience through the use of Project          |_LT|
Learning Tree workshops, working with education faculty at universities, through personal visits to schools, and          h—i
by using the teacher contacts with other environmental organizations  and agencies.  Teachers use Internet-based          '—11
activities to educate students  and help provide a unique venue for critical thinking using real science.                    mTI

BURNETT COUNTY MUNICIPAL EDUCATION - $21,477                                                                      j=
RICHARD SCHNEIDER, 7410 COUNTY ROAD, K #16, SIREN, Wl 54872                                                      M.

Grassroots Sustainable Development — Citizen and Municipality Education                                            L"P|
Burnett County Municipal Education is implementing the Natural Step program (a philosophy of sustainable          iTjn"
development) to communities in a two-county area. Participants, including representatives from two county high          	
schools, are educated on subject areas where sustainable development can have a meaningful impact (education,          jTj
transportation, or waste  management, for example) through workshops and field trips.  Using the books "The          h—
Natural Step for Communities — How Cities and Towns Can Change to Sustainable Practices" and "The Natural          '—I
Step for Businesses," introductory training sessions are taught on the community level. The goal is for participants           ]_
to learn that sustainable development is one of the strategies that can be a vehicle to guide sensible development          p
without permanent and irreparable damage to our environment.                                                     li