^PRO^
Environmental
Education
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United States
Environmental Protection
Agency
Office of Environmental
Education (1704A)
EPA171-R-06-001
2005 Environmental Education
Grant Profiles
U.S. Environmental Protection Agency
Office of Environmental Education
Ariel Rios Building
1200 Pennsylvania Avenue, NW (1704A)
Washington, DC 20460
www.epa.gov/enviroed
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Table of Contents
EPA REGIONAL ENVIRONMENTAL EDUCATION COORDINATORS.. .. 46
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SUMMARY STATEMENT 7 §
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USING THE GRANT PROFILES 2 JIJ]
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GRANTS AWARDED BY EPA HEADQUARTERS 3 OjJ]
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GRANTS AWARDED BY EPA REGIONAL OFFICES 8 Ej]
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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 134 environmental education grants awarded by the U.S. Environmental Protection en
Agency (EPA) during fiscal year (FY) 2005- The Environmental Education Grants Program was created under g
Section 6 of the National Environmental Education Act, and the first grants were awarded in 1992. EPA's °°
Office of Environmental Education (OEE) manages the program. EPA Headquarters awards grants larger than hj
$50,000 and the regional offices award smaller grants. *1|
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The grants are awarded to stimulate environmental education and support projects that address EPA educational ;i
priorities such as: state education reform and capacity building, human health, teacher training, career I>\
development, and community environmental issues. The goal of the program is to support projects that enhance |Ln
the public's 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 TjjT
environmental agency, nonprofit 501(c)(3) organization, or non-commercial educational broadcasting entity.
In FY 2005, Congress appropriated almost $3 million for the grants program which leveraged nearly $2.8
million in matching funds provided by grant recipients. Because federal funds may not exceed 75 percent of
the total funding for a project, each grant recipient is required to provide from their own organization or a
partner organization a matching contribution with a value of at least $1 for every $3 provided by EPA. The l^pjl
total matching funds leveraged nationwide often exceed the required amount and surpass the total funding -.'
provided by EPA. The dollar amounts reported in this document identify the EPA funds awarded to the
grantee and do not reflect the matching funds provided by the grant recipients. ITJTI
Congress directed EPA to focus on small grants to seed community projects; therefore, the EPA regional offices Lrlj
make small local grants their first funding priority. In total, EPA's 10 regional offices awarded $1,898,491 for ITJTI
an average of 12 grants per region. In FY 2005, Headquarters funded 7 percent of the 137 grant applications --I
received. Headquarters awarded 10 grants, for a total of $791,312. Headquarters grants averaged approximately [If]
$79,000; the smallest grant awarded was $55,000; and the largest awarded was for $100,000.
EPA's annual Environmental Education Grants Solicitation Notice describes the solicitation, evaluation, and [JT]
award process through which EPA arrives at final decisions about grant winners. The solicitation notice is |pi
published and available for review in the Federal Register. The solicitation notice and application forms may '1|
also be viewed online or downloaded from EPA's Web site listed below. The most recent solicitation notice also |Li"|[
can be obtained by contacting EPA Headquarters or an EPA regional office. A list of EPA contacts is provided
on page 46 of this document.
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www. epa.gov/enviroed/grants |jjj
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DELIA M. HUGHES, 40 OLD LANCASTER ROAD, SUDBURY, MA 01776
Gulf of Maine Institute Without Walls: Environmental Leadership Training
Name of the project
The goal of the project is to link adults with youth living within the Gulf of Maine bio region 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).
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Summary of the project
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AZ-CA
Grants Awarded by EPA Headquarters
Arizona j
PIMA VOCATIONAL HIGH SCHOOL - $85,163 |
GLORIA PROO, 97 EAST CONGRESS STREET, TUCSON, AZ 85701 ^
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The Green Careers Program p
Through the Green Careers Program, at-risk young people learn about environmental careers and the value of o
environmental stewardship. This program is a new environmental education and training initiative at Pima CD
Vocational High School in Arizona and is designed to help unemployed, out-of-school young people obtain ^
their high school diplomas and sustainable jobs. Building on existing curricula, the program provides its high °°
school-age participants with a broad understanding of environmental issues and principles through the new IT-i'
Conservation Leadership course, which is an introductory environmental science course, as well as field *>\
investigation activities. The participants are also provided with job counseling, on-the-job training, mentoring, [Lfl
and on-site technical training. Following their completion of the course, the participants are provided with
job-shadowing opportunities and paid internships with environmental professionals at the key partner I1|
organizations. The young people, who live in a low-income, minority community, gain marketable skills, job mTI
training, and practical experience while being introduced to career opportunities in the environmental science i^*
and technology fields. The key project partners are the Tucson Audubon Society; Pima County One-Stop
Employment Center; Pima County Department of Natural Resources, Parks, and Recreation; and City of HJT"
Tucson Water Department.
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California
CALIFORNIA INTEGRATED WASTE MANAGEMENT BOARD - $91,276 \^\\
JOANNE VORHIES, 1001 I STREET, PC. Box 4025, SACRAMENTO, CA 95812-4025 f|r|
Education and the Environment Initiative ITJTI
In an effort to improve implementation of the Education and the Environment Initiative (EEI), the California
Integrated Waste Management Board (CIWMB) provides environmental non-governmental organizations LrE]
(NGO) in the state with professional development opportunities and technical assistance. Established by a ITJTI
state law in 2003, the EEI requires CIWMB, the California Environmental Protection Agency (Cal/EPA), and -U
the California State Department of Education to develop principles and approaches for incorporating |Lf[
environmental education into elementary and secondary school curriculums. The EEI also requires the agencies IT-i
to create a model environmental education curriculum based on California's academic content standards. As ''}
part of the EEI Implementation Project, representatives of environmental NGOs attend professional development |Lf||
workshops conducted in six regions across the state followed by a series of technical assistance workshops.
These workshops are intended to help the NGO community revise existing environmental education materials I1|
in order to better align them with California's model curriculum. The workshops also provide increased I [fil
opportunities for the NGOs to collaborate with schools on environmental education reform. As a result, j
environmental concepts are being further integrated into the education of California's elementary and secondary I_L|[
school students. Each environmental NGO works with California teachers to help them integrate the revised \\T\\
materials into their curriculums, a process that also builds the capacity of the NGOs. As another element of the -.'
project, CIWMB is creating a Web-based environmental education provider database that gives teachers and I U|l
organizations the ability to communicate and exchange expertise. Key CIWMB partners in the project include |j=n
Cal/EPA, the California Resources Agency, the California State Department of Education, the Office of the --I
Secretary for Education, and the State Board of Education. The project is also supported by a large number of |JT|
associated partners. l-p-i
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CO-GA
I Colorado
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NE-NY
Nebraska S
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THE GROUNDWATER FOUNDATION - $62,318
CINDY KREIFELS, PO. Box 22558, LINCOLN, NE 68542-2558 |
Awesome Aquifers for the Science Olympiad 1
The goal of this project is to encourage and challenge middle school students to learn about the nature and ^
value of aquifers and groundwater. In 2003, The Groundwater Foundation (TGF) introduced Awesome Aquifers 51
into the Science Olympiad as a pilot competition. The Science Olympiad is a program for middle and high 2
school students that consists of science-oriented tournaments held at the local, state, and national levels. The §
project builds on the success of the Awesome Aquifers pilot effort by expanding the competition to the national §P
level to provide hands-on, experience-based groundwater education to a larger audience. During their preparation ^
for the Awesome Aquifers competition, middle school students conduct groundwater research, design and
build model aquifers, and identify possible groundwater remediation techniques. The students then present hfll
their findings at local, state, and national Science Olympiad tournaments. While the students conduct research, jzi:
they learn about the importance of groundwater systems and are exposed to career opportunities in the
environmental science field. To promote Awesome Aquifers and support its long-term sustainability, TGF '[pj]
produces Awesome Aquifers kits for students who are interested in competing. These "starter kits" include a
demonstration video, written instructions, basic groundwater information, and materials for constructing model
aquifers. Key TGF partners in the project include the U.S. Geological Survey, individual Science Olympiad
organizations, the American Water Works Association, the Water Systems Council, and the Groundwater
Resources Association of California. JT|
New York
WILDLIFE CONSERVATION SOCIETY- $90,771
LEE LIVNEY, 2300 SOUTHERN BOULEVARD, BRONX, NY 10460
Project POWER (Protecting Our Wetlands with Educators and Regulators] LUJ
Building on a successful program developed by the Wildlife Conservation Society (WCS) and the New York jlm
Aquarium in cooperation with the New York State Department of Environmental Conservation (NYSDEC), \-.i
Project Protecting Our Wetlands with Educators and Regulators (POWER) expands the delivery of courses
focusing on conservation regulations and wetland ecology. The 1-day Tidal Wetland course is targeted at []j[j
violators of New York State's tidal wetland laws. The goal of the course is to foster an understanding of the i
importance of wetlands and the laws that protect them as well as to prevent repeat violations. Penalties for L-L||
participating violators from the New York City area are reduced upon their completion of the Tidal Wetland HjT
course. Another goal of the project is to assist the participating state regulatory agencies and environmental -,
education centers such as zoos, nature preserves, and aquariums in replicating the training for their organizations.
Representatives of participating organizations attend a 2-day Project POWER Leadership Seminar that focuses Ij^Tl
on workshop development logistics, course content, and teaching strategies. WCS and its partners also provide
technical support for the organizations that implement the internal training, including making resources available |L| |
online. Key WCS partners in Project POWER include the New York Aquarium and NYSDEC.
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OH-SC
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MILL CREEK RESTORATION PROJECT - $89,750
ROBIN CORATHERS, 1 61 7 ELMORE COURT, CINCINNATI, OH 45223
Mill Creek Watershed Environmental Education Programs
iS One goal of the Mill Creek Restoration Project (MCRP) is to strengthen and enrich learning opportunities for
g students and members of the local community in the Mill Creek watershed. Mill Creek is a polluted and degraded
g river that flows through economically depressed inner-city neighborhoods of Cincinnati, Ohio. Members of
§ MCRP, a nonprofit organization, are working together to improve both the environmental conditions and
m educational opportunities at Laughing Brook, a new environmental education facility located in the Mill Creek
o watershed. For example, MCRP is installing sculptures covered with moss and wetland plants that help to cleanse
storm water runoff, building a boardwalk for observation purposes, and creating a butterfly garden that serves as
I L^jl habitat for local species. Both students and adult volunteers are engaged in planting native species in the butterfly
i I garden and in monitoring water chemistry within the watershed. In another MCRP educational program, students
learn firsthand about habitat restoration and reforestation by planting shrubs and trees on the Queen City Freedom
ITJTI Trees site, a blighted property located in a heavily commercialized area within the Mill Creek watershed. In
|=!-l addition, students in local middle and high schools participate in a special problem-solving project that focuses on
[JT| reducing the volume of solid waste and construction debris that must be disposed of in landfills. The students
conduct research to determine whether potential waste materials could be reused or recycled at the Laughing
' 1 1 Brook and Queen City sites and develop reuse and recycling prototypes that could be replicated in the future. In
mTI conjunction with the National Underground Railroad Freedom Center, MCRP also produces educational materials
T=^ that illustrate the important role of Mill Creek during the time of the Underground Railroad. Key MCRP
ull partners include ArtWorks, the National Underground Railroad Freedom Center, and Hamilton County
§ Environmental Services.
_, South Carolina
SOUTH CAROLINA DEPARTMENT OF EDUCATION - $84,629
E] EDWARD FALCO, 1 429 SENATE STREET, SUITE 1 005, COLUMBIA, SC 29201
||ij| South Carolina Environment as an Integrating Context School Network
j-pri Through this project, the South Carolina Department of Education (SCDE) is expanding its successful Environment
* 1 1 as an Integrating Context (EIC) program to 12 middle schools. Based on the concept of using the local environment
[Trj] as a classroom, EIC improves student achievement, behavior, and attitudes and helps students contribute to their
communities. Teachers from 12 South Carolina middle schools participate in a 4-day summer institute that
provides the educators with instructional strategies, curriculum content, environmental education techniques,
jjT] and supporting resources. During the academic year, the teachers develop and implement lesson plans based on
the techniques learned at the institute. The teachers then engage their students in environmental investigation
projects involving field studies and research. The students at each school collect and analyze field data and
IprTI interview local residents to supplement their research. Based on their investigation, the students then choose a
service learning project that benefits their community. After completing this project, the students present their
|_JTJ findings to members of their community. Key SCDE partners in the EIC program include Clemson University
§ Landscapes for Learning; SC Maps and Aerial Photographic Systems/SC Life; the South Carolina Department of
Health and Environmental Control; the South Carolina Wildlife Federation; the South Carolina Coastal
§ Conservation League; the South Carolina Department of Natural Resources; the SouthEast Center for Ocean
Sciences Education Excellence; South Carolina Parks, Recreation, and Tourism; the South Carolina Forestry
_^ Commission; the Lexington, Beaufort, and Richland County Soil and Water; the U.S. Fish and Wildlife Service;
jyjl the Environmental Education Association of South Carolina; the U.S. Department of Agriculture Forest Service;
and the Society of American Foresters.
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Texas S
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A NURTURED WORLD, INC.-$69,860
SUSAN ROOTHAAN, 6404 WILBUR DRIVE, AUSTIN, TX 78757 |
Environmental Education for Secondary School Students 1
Designed for middle and high school teachers in Texas, this project provides educators with the skills and ^
techniques they need to teach their students how to make informed decisions about their personal behavior in 51
order to reduce associated impacts on the environment. The teachers participate in pilot workshops to enhance 2
their understanding of consumer conservation and to learn about the Consumer Environmental Education §
curriculum developed by A Nurtured World, Inc. The curriculum, which is an innovative, inquiry-based ^
course of study that links environmental impacts to issues of concern to individuals, helps teachers engage ^
students by connecting environmental and earth sciences to real-world experiences. An advisory team composed
of representatives of the key project partners and several secondary school teachers provides assistance and hfll
guidance for the pilot workshop participants. One purpose of the pilot workshops is to obtain feedback from jzi:
the participants in order to appropriately customize the curriculum for secondary school students. Following
the pilot workshops, the teachers participate in two 1-day train-the-trainer workshops at which they receive TJT~|
teacher kits that include lesson plans, homework assignments, and descriptions of field activities. Online
resources are also made available to the teachers. The key project partners are the Texas Commission on |f|
Environmental Quality's Environmental Education Team and the Texas Education Agency. Ipri
Wisconsin
UNIVERSITY OF WISCONSIN-MADISON ARBORETUM - $100,000
ELIZABETH McCANN, RESEARCH AND SPONSORED PROGRAMS, 750 UNIVERSITY AVENUE, MADISON, Wl 53706-1490 Iff!
Restoration-Education and Science Training for Outreach to Regional Educators [Ffl
This project extends the University of Wisconsin Madison Arboretum's nationally recognized Earth Partnership
for Schools (EPS) Program model for professional development of teachers to a broader audience. Through !=!|
this project, EPS is promoting and replicating ecology-based education in other states by establishing EPS jlm
Program Facilitating Centers at four nonformal educational sites. Teachers and nonformal educators at the hi
four sites participate in a Restoration-Education and Science Training for Outreach to Regional Educators
(RESTORE) Train-the-Trainer Summer Institute to learn how to provide restoration-based education. The []j[j
RESTORE initiative is an interdisciplinary approach to providing education on biodiversity loss and ecological i
restoration that involves restoring native ecosystems on school grounds. Teams of instructors create, implement, L-L||
and evaluate high-quality professional development training programs for each center. These instructors also HjT
attend an annual Winter Meeting to discuss successes and lessons learned and to network with their fellow -,
participants; this forum helps to create a national learning community of professionals who are well versed in
schoolyard habitat restoration. EPS staff members provide support and resources to the teams of instructors Ij^Tl
throughout the process. Each center is expected to train approximately 40 to 60 local nonformal educators and
teachers of kindergarten through grade 12. Key project partners include Dyck Arboretum of the Plains, the |Ll |
Minnesota Landscape Arboretum, the Louisiana Sea Grant College Program, the University of Wisconsin Ipri
Madison Department of Curriculum and Instruction, and Wisconsin-based EPS Program Facilitating Centers. i=L|
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The Alabama Coastal Kids Quiz Conservation Scholarship Competition is an educational contest for all fifth
grade students in coastal Alabama. The contest is designed to emphasize, introduce, and test their knowledge
g in coastal resources, conservation, and the environment. Teams of five students from public and private schools
0X1 in Mobile and Baldwin Counties participate. Questions are based on concepts and relationships developed
IT j through the Project Conservation Action through Education (GATE) CD-ROM and teacher tool kit. The
* I] major objective of the Coastal Kids Quiz is to teach issues in water quality and conservation to the students.
|If[j The competition provides an outlet for promoting dialogue about social, economic, and environmental interests.
'p^ It further introduces conservation principles to children in Alabama's coastal area who have not had the
LLIj opportunity to express their knowledge and understanding outside the classroom. Elementary school teachers
Tj-jl tutor the students and assist in hosting the contest. The competition also provides an important and useful
resource for fifth grade teachers.
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ITJTJ DAUPHIN ISLAND SEA LAB MOBILE BAY NATIONAL ESTUARY PROGRAM - $1 0,051
T=^ ROBERTA SWANN, 101 BIENVILLE BOULEVARD, DAUPHIN ISLAND, AL 36528
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I I Mobile Bay National Estuary Program (MBNEP)
LrE] | Education for land use professionals about the economic feasibility of altering land use practices to reduce
storm water runoff and nonpoint source pollution, in the process hoping that they become better environmental
stewards, is the goal of this project. The expected outcome is the adoption, use, and promotion of environmentally
sensitive development practices by land use professionals. Participants are recruited through networking with
the Mobile Area Association of Realtors, the Baldwin County Association of Realtors, the Montgomery
Association of Realtors, and Barkerville Donovan, Inc., a Mobile-based engineering firm. The Mobile Bay
National Estuary Program (MBNEP) advertises the program on the "grassroots, inc." and MBNEP Web sites.
In addition, MBNEP develops letters, flyers, and emails to each real estate board for distribution to its members.
Land use professionals participate in an online course and two live workshops, receive an e-newsletter, and are
exposed to networking opportunities.
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Alaska
HOMER SOIL AND WATER CONSERVATION DISTRICT - $9,000
BRIDGET PAULE, 401 4 LAKE STREET, SUITE 201 , HOMER, AK 99603
HL| Alaska's Natural Resource Career Program
|"pr| An environmental and natural resource field career development curriculum module is designed and implemented
]11 through this project to be tested in the Kenai Peninsula Borough School District high schools' natural resources
§ technology class. Rural, Native Alaskan, and Russian students in grades 9 through 12 are involved in the
§ project, which includes outreach to additional students at two nearby schools. The curriculum is specific to
Alaska's unique career needs in the environment and natural resources. It can be offered as a model program
that other school districts and education organizations could implement across Alaska. The project is targeted
i"' at encouraging students to choose careers in natural resource and remain in Alaska after they graduate from
LJ] college. The curriculum includes classroom instruction, guest speakers, field trips, statewide conferences,
\\TT\ internships, community service, and individual projects.
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AK-AZ
TAKSHANUK WATERSHED COUNCIL - $9,325 g
TIM SHIELDS, PO. Box 1 029, HAINES, AK 99827 °
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Nature Studies Outdoor Education Expansion for Haines Borough
Under this project, students in grades 3 through 8 from the Haines Borough School District receive education about §
local environmental issues and individual choices and their effect on the watershed. It provides educators with an m
existing environmental education curriculum expanded from nine study units to 20, with a focus on increasing 5>
activities for middle school grades. It also introduces students to the work of professional and technical scientists to m
encourage environmental careers. Each "nature studies" unit consists of a pre-lesson in the classroom, an in-depth o
field lesson or series of lessons, and at least one follow-up analysis back in the classroom. Topics of the lessons include =|
juvenile fish trapping, identification, and mapping; trash collection and revegetation; and distribution of plants and ?L
animals in the watershed. jg
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Arizona _ .
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See page 3 for a profile of a grant awarded to Pima Vocational High School by EPA Headquarters, IT-
ARIZONA BOARD OF REGENTS, UNIVERSITY OF ARIZONA - $1 9,971 Ul
MARTI LINDSEY, PO. Box 21 0207, TUCSON, AZ 85721 |fjl
TCE Contamination and Clean-up Curriculum (ICE CCC) [Tfjl
Under this project, the environmental and environmental health teaching skills of high school teachers are improved i^J
by focusing on the trichloroethylene (TCE) contamination that occurred in the 1950s at the airport in Tucson,
Arizona. The area is now a Superfund Site. High school science and social studies teachers who use the project's Ipr
curriculum in the Sunnyside Unified School District are trained during a conference. The trained educators in turn
teach the interdisciplinary curriculum to students. The curriculum focuses on hard sciences and social studies and Lj~|
advances student comprehension of the science associated with contamination and cleanup, as well as the social and
governmental processes involved.
CIBECUE COMMUNITY SCHOOL -$11,1 60
JUAN ARAGON, PO. Box 80068, CIBECUE, AZ 8591 1
Repeat Photography Project
This project engages Cibecue high school and college students and teachers to observe and interpret ecological change
through repeat photography of wetlands in the community. This community's watershed and forestlands were severely
damaged by wildfire in 2002. The most important environmental issue in this community is restoration of the lands and
water, as its economic development depends completely on natural resources and it's culture depends on a strong understanding
of springs and other traditional places. This interdisciplinary project develops skills in ecological assessment, scientific
reasoning, geography, social science, and visual arts. Through this project, the students and the community at large develop
active, collective visions of how the land and waters have changed in recent decades and how to make decisions about
restoration.
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AR-CA
I Arkansas
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CA
COMMUNITY ENVIRONMENTAL COUNCIL - $8,410 a
CAY SANCHEZ, 930 MIRAMONTE DRIVE, SANTA BARBARA, CA 93101 S
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CEC Teacher Training Series |
The Community Environmental Council's (CEC) Teacher Training Series addresses the inter-connectedness of §
environmental systems with a focus on waste reduction and water quality issues, which are of specific importance [5
to the Santa Barbara community. CEC will conduct nine teacher training workshops and field trips and will train ^
teachers, student teachers, and nonformal educators. These educators will transmit the knowledge gained in the 51
workshops and field trips to students over the course of their teaching careers. The series provides information, g
curriculum, methodologies, and resources for teaching environmental education in subjects such as service learning, o
waste reduction, water quality, school gardens, and composting techniques. CD
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CORAL REEF ALLIANCE-$20,000 j^
BRIAN HUSE, 417 MONTGOMERY STREET, SUITE 205, SAN FRANCISCO, CA 94104 ITJJTI
Improving the Teaching Skills of Marine Recreation Providers |]=r
The Coral Reef Alliance (CORAL) organizes and leads workshops on the islands of Hawaii, Lanai, Maui, and
Oahu. The first section of the workshop provides an overview of reef ecology, threats to the reef, and reef conservation ]T|
strategies. The second section focuses on sustainable tourism for marine recreation. The third section focuses on hi
public speaking and communication skills and on how to give an effective pre-dive and snorkel briefing. Participants
practice in front of each other and are taped for feedback. The workshops are interactive and incorporate a range {jTj
of group exercises, such as threat ranking, solution trees, and group evaluation. The goal of the workshops is to -,
promote critical thinking among the participants so that they make an informed decision to educate their clients. |LT]
FRIENDS OF DEER CREEK-$10,000
JOANNE HILD, 132 MAIN STREET, NEVADA CITY, CA 95959
The Bug Book
The goal of this project is to develop and distribute a supplemental benthic macroinvertebrate identification
manual for volunteer water quality monitors. Friends of Deer Creek (FODC) science staff work with volunteers
from the Deer Creek Water Quality Monitoring Program who have been involved in identifying aquatic insects
over the last 4 years. FODC is developing an easy-to-use publication to assist citizens with the classification of
biological data collected in their watersheds using the lessons learned from this program and the knowledge of two
expert entomology experts and a state-approved technical advisory committee. The outcome is a cost-effective,
supplemental method for identifying benthic macroinvertebrates in the Sierra Nevada to provide viable data to
state and federal water regulatory agencies. The manual includes "lessons learned" from FODC and is used to
train other watershed groups through its distribution as well as workshops and training days.
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CA
| GOLDEN GATE AUDUBON SOCIETY - $10,000
£ ELIZABETH MURDOCK, 2530 SAN PABLO AVENUE, SUITE G, BERKELEY, CA 94702
pi Eco-Oakland Project
^ The Eco-Oakland Project targets East Oakland elementary students and their teachers and families. The project
u-1 involves students in hands-on, watershed-wide experiences in environmental education and restoration. Both in-
i3 class presentations and field-based activities are included in this program. Cleanup and native plant restoration
s take place at several points in the local watershed. The goals are to provide opportunities for East Oakland
g residents to invest in local resources, address the severe shortage of environmental education programs in the East
^ Oakland community, foster community-based environmental stewardship within the community through hands-
m on activities, and improve academic achievement in science, math, and literacy through place-based education.
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_ Los ANGELES COUNTY EDUCATION FOUNDATION - $9,000
|Ffl ROBERTA GERARDE, 9300 IMPERIAL HIGHWAY, ROOM 106, DOWNEY, CA 90242
|lj]j EarthWorks - Careers that Serve the Earth
|T| EarthWorks Careers that Serve the Earth is a new program that educates students in grades 10 and 11 about
I11 environmental careers such as forestry and the atmospheric, space, and earth sciences. EarthWorks addresses
|Tj"[j crosscutting topics using presentations by career professionals and small group work through use of the property
TZZJ known as Blue Sky Meadow in the San Bernardino Mountains. These presentations emphasize local
LiL|| environmental issues, field study, and service learning projects, such as habitat improvement and modification
|]JT"| or native plant restoration. Through interactive discussions, written materials, and guided activities, students
1I learn how to identify and achieve their academic and vocational goals. The students learn about the steps that
| If] lead to careers in geology, meteorology, astronomy, teaching, environmental engineering, and forest management.
§~
MONO COUNTY OFFICE OF EDUCATION - $5,500
MARGINA RHYNE, 1651 MERDIAN BOULEVARD, PO. Box 130, MAMMOTH LAKES, CA 93546
Oil Eastern Sierra Environmental Video Project
Middle and high school students working in groups examine different views and investigate various solutions
1-I to an environmental issue of local concern under this grant. The students then use this information to plan and
LJ-T| script a brief videotape project. In planning the videotape, students enhance critical thinking skills by deciding
IT| how to present an informative, appealing message to a community of diverse interests. The project promotes
'11 environmental stewardship by educating the participating students and the local community in recycling,
m~jl conservation, and pollution reduction practices.
yj. TRINITY COUNTY RESOURCE CONSERVATION DISTRICT - $35,773
jjjl PAT FROST, 1 HORSESHOE LANE, WEAVERVILLE, CA 96093
§ Trinity County Environmental Education Project
This environmental education project focuses on teaching about the role of wetlands and riparian zones as critical
_, components of healthy watersheds. Students take part in an actual wetland restoration project as a living laboratory.
mil Objectives of the project include building a mentoring relationship between high school and elementary school
p=j students for the salmonid education program; providing students with natural resources professionals as role
111 I models; and involving more teachers and parents in restoration and water quality education, thus broadening
§ community buy-in for watershed restoration. The project also provides opportunities in environmental education
and sponsors the Salmon Festival. In addition, high school students provide environmental education activities
for elementary school children at the summer day camp.
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CO
Colorado |
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See page 4 for a profile of a grant awarded to the Denver Zoological Foundation, Inc. by EPA Headquarters, f=
COLORADO ENERGY SCIENCE CENTER - $24,300 1
PATRICK KEEGAN, 1626 COLORADO BOULEVARD, SUITE 375, LAKEWOOD, CO 80401 1
Community-Based Energy Education in Urban Schools ^
Colorado Energy Science Center's (CESC) mission is to increase the public's understanding of energy science ;=
and technology. CESC, in partnership with Denver Public Schools, Energy Outreach Colorado, and Colorado =|
MESA (Mathematics, Engineering, Science Achievement), conducts community-based environmental education ^
programs related to energy science to middle and high school students in lower-income and underserved >
communities. In addition, parents attend community-related presentations. CESC also conducts two teacher GO
training programs at the Colorado School of Mines for teachers in underserved communities. Through activities
that discuss basic principles of energy science and hands-on education, teachers and students learn how to [H]l
analyze data on energy usage and decide whether the data provide any economic or community benefits. |]JT"
COLORADO STATE UNIVERSITY-$10,339 E]
CARMEN MORALES, 2002 SPONSORED PROGRAMS, FORT COLLINS, CO 80523 [iff
Issue Investigation and Action Training for Middle Schools Iff
The action training project facilitates an investigative process for middle school students to research, analyze, ~=
and evaluate land use decisions in relation to ecosystems protection. Based on principles established by the LrL|
State Educational Standards for science and civics, students acquire fundamental knowledge about ecosystems, JTT
biological cycles, and wildlife habitat. They also assess the social and political contexts of land use decisions and
assess alternatives, including articulating recommendations based on their analysis. In addition, middle school
teachers are trained on methods of investigative teaching through Colorado State University (CSU) that encourage
problem-solving, critical thinking, and decision-making skills. The Environmental Learning Center (ELC)
collaborates with the Poudre School District, the Turning Point Center for Youth and Family Development, the |_JJ]
Pioneer School for Expeditionary Learning, and the CSU Student Leadership and Civic Engineering Office. Ipn
ENVIRONMENTAL LEARNING FOR KIDS - $25,000 Jlj]
STACIE GILMORE, 14460 EAST 50TH AVENUE, DENVER, CO 80239 h|i
Learning Environmental Activities for Families (LEAF) h=ri
Learning Environmental Activities for Families (LEAF) educates lower-income and underserved families of
students who participate in Environmental Learning for Kids (ELK) about environmental issues that affect JU]
their communities. LEAF also introduces families and students to science-related careers. Through group field Ipn
activities facilitated by natural resource professionals, LEAF uses urban environments as classrooms to teach J=L|
about weighing the various sides to environmental issues. Families also learn how they affect the health of [Im
urban communities and to work together to make decisions and tangible improvements in the communities.
The program provides a strong support network for parents who wish to encourage their children to pursue
careers in science. ml
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REGENTS OF THE UNIVERSITY OF COLORADO - $29,070
RALPH L. BROWN, 31 00 MARINE STREET, CAMPUS Box 572, ROOM 481 , BOULDER, CO 80309-0572
pi Teacher's Guide: My Water Comes From the Mountains
^ In partnership with the National Science Foundation, this program provides educator training and development
u-1 of an Educator's Guide for formal and nonformal educators in grades 2 through 5- Included in the training is
i3 a corresponding materials pack based on the award-winning book, My Water Comes from the Mountains. The
s educator training provides investigative learning techniques through water quality analysis and interactive activities
g that describe various water uses for ecosystems, community consumption, and recreation. The guide supplements
z the training and is used as a resource for formal and nonformal classroom activities.
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= THORNE ECOLOGICAL INSTITUTE - $30,000
JESSICA FELD, PO. Box 19107, BOULDER, CO 80308
I=L| Connecting Students to Nature and Environmental Careers
[]£] The Sombrero Marsh Environmental Education Center was established through collaborative partnerships
IT| among the Thome Ecological Institute, the Boulder Valley School District, and the City of Boulder Open
I11 Space and Mountain Parks Department. The center provides a multitude of ways to educate elementary school
|Tj"[j students and teaching assistants about how they affect their environment and about opportunities in
T=* environmental careers. This project provides inquiry-based education about wetlands ecology, conservation,
LzL|| and land stewardship to elementary and middle school students in formal and nonformal settings. Various
career professionals conduct classroom presentations and discussions on environmental careers.
Connecticut
NEW HAVEN ECOLOGY PROJECT, INC. - $5,000
BETSY SNEETH, 358 SPRING SIDE AVENUE, NEW HAVEN, CT 06515
Earth Day at Common Ground
Building on two successful Earth Day events held previously by the New Haven Ecology Project (NHEP),
students in grades 1 through 4 from New Haven, Connecticut, and surrounding areas participate in an Earth-
centered education and celebratory event. Participants at the Earth Day event learn about ecosystem protection,
air and water pollution, hazardous waste recycling, natural resources, and stewardship for their own
neighborhoods.
YALE UNIVERSITY-$34,945
JAMIE ALONZO, 155 WHITNEY AVENUE, PO. Box 208337, NEW HAVEN, CT 06520-8337
Environmental After School Program
mil Yale University is partnering with Gaining Early Awareness & Readiness for Undergraduate Programs, New
Haven Public Schools, the National Marine Fisheries Service, and the Connecticut Department of Environmental
Protection to provide middle and high school students an after-school and summer program to explore the
natural and environmental sciences while they learn about associated majors and careers. Although it directly
-.' serves students in the local community, the program also includes an outreach component where students work
§with local environmental organizations as well as use the final exhibit projects to engage the general public in
environmental education. The following issues of local importance are discussed: air pollution, asthma triggers,
1 lead paint, and radon.
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DELAWARE CENTER FOR HORTICULTURE, INC. - $9,267
RAM SAPKO, 1810 NORTH DUPONT STREET, WILMINGTON, DE 19806-3308 |
Strong Roots to Strong Shoots Program 1
Strong Roots to Strong Shoots is an 8-week intergenerational garden pilot program with an organized curriculum ^
for children ages 10 through 13 that is centered around a community garden. The program explores gardening, 51
environmental issues, and community stories. It also provides opportunities for adults and youth to engage in g
environmental and ecological activities in an urban setting through efforts that involve edible landscapes, soils o
and compost, and building raised beds and window boxes. This program will be used as a model for current cn>
and future community gardens in Wilmington, especially for the Boys and Girls Club in Hedgeville and for the >
Latin American Community Center in Hilltop. <*>
District of Columbia ISj]
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NATIONAL ENVIRONMENTAL EDUCATION AND TRAINING FOUNDATION - $22,700 U
SUSAN CARLSON, 1707 H. STREET, N.W. SUITE 900, WASHINGTON, DC 20006 |fjl
Washington, DC EnvironMentors Academic Preparation Program \\n
The District of Columbia EnvironMentors Academic Preparation Program project establishes a sustained
investigative- and experience-based academic framework within the district public school system to help build
an environmental workforce and public who are more knowledgeable about and representative of the full
diversity of the Chesapeake Bay watershed. EnvironMentors meets these goals through a new 2-year program
that exposes urban high school students to environmental science and careers through rigorous science projects. Lfl
Students achieve this through skills workshops, mentor participation, classroom presentations, Chesapeake Bay
Watershed field trips for experiments and study, workplace internships, and college and career guidance. The
DC EnvironMentors Academic Preparation Program supports the DC Public Schools (DCPS) academic reform |TJjT|
initiatives. The DCPS Office of Career and Technical Education has adopted the model of inner school pre-
career academies to focus students academics in specific career areas and provides students with smaller learning [Ifjl
environments. Inner School Pre-Career Academies have proven a successful school reform model in other large
urban school districts and are strongly recommended by the Council for Great Urban Schools.
THE EARTH CONSERVATION CORPS - $19,560 1=3.1
JILL SMITH, FIRST AND POTOMAC AVENUES, WASHINGTON, DC 20003 ||[fj
The Saturday Environmental Academy []r||
Using classroom and field experiences on the Anacostia River, the Earth Conservation Corps (Saturday
Environmental Academy) helps middle school students gain an appreciation for the natural world and their
place in it. The academy also helps students understand the interaction between the environment and their h-pl
communities and provides an integrated educational experience that supports school studies in math, science,
writing, English, geography, and social studies. The project encourages environmental stewardship practices |Lfj
that will help clean up the Anacostia River and the surrounding communities and exposes students to a number
of environmental careers.
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Florida
year program. The project targets adults, with emphasis on life-long learning associations, homeowners groups,
and civic organizations. Pine Jog Environmental Education Center offers a series of six workshops that focus
o on ecosystems, native plants, and sustainable living. This project increases Pine Jog's long-term capacity to
evi engage the community, collaborate with numerous local organizations, and create interdisciplinary academic
programs.
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MOTE MARINE LABORATORY - $12,771
=LL| LORIENNE WHITE, 1600 KEN THOMPSON PARKWAY, SARASOTA, FL 34236
111 Patching Up Florida's Coral Reefs
TjTI Developed by Mote Marine Laboratory, this program teaches Gulf Coast Girl Scouts about coral reefs, current
^z| research in marine science, conservation, and how to "patch up the reefs." The program partners with the Girl
_ri| Scouts and its troop leaders from grades 1 through 12. Three full-day events are offered during which the Girl
IjTI Scouts and troop leaders rotate through discovery stations at Mote Laboratory, including activities, laboratory
experiments, and Mote's new Immersion Cinema National Marine Sanctuary: Florida's Coral Reefs tele-presence.
JJJ Troop leaders receive World Wildlife Fund's Oceans of Life curriculum as well as training by Mote educators.
The girls develop a sense of stewardship toward the reefs, as well as skills in critical thinking for making informed
decisions in the future. After the girls complete the program, they earn a Mote-specific patch.
Georgia
See page 4 for a profile of a grant awarded to the Georgia Department of Natural Resources by EPA
Headquarters,
SOUTHEASTERN NATURAL SCIENCES ACADEMY - $7,728
LAUREN LOTT, 540 B TELFAIR STREET, AUGUSTA, GA 30901 -2301
Environmental Education Loan Box Program
This project extends the success of the "loan box" program to the Southeastern Natural Sciences Academy
Nature Park's new field trips and revamps the materials and supplies of existing loan boxes. The loan boxes
provide kindergarten through grade 12 teachers with introductory information about nature park field trips
and classroom activities to use both before and after the trips. The academy's education programs at the nature
park offer students hands-on, engaging activities that inspire curiosity and facilitate learning. The academy
assembles 14 new loan boxes that correlate to seven new field trips and revises 21 loan boxes that correlate to
seven existing field trips. The goal of this program is to intensify environmental stewardship throughout the
educational system.
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UPPER CHATTAHOOCHEE RIVERKEEPER, INC. - $25,000 a
PAGE GLEASON, 3 PURITAN MILL, 916 JOSEPH E. LOWERY BOULEVARD, ATLANTA, GA 30318 S
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Partners for Clean Water After-School Program for Hispanic Youth |
The outreach program, Partners for Clean Water, focuses on developing environmental stewardship in Hispanic ^
students in grades 5 and 6 and their parents in Hall County. Stewardship is developed through a series of eight 5-
field trips and a variety of environmental lessons. Partners for Clean Water exposes participants to various ^
aspects of the watershed, including creeks, the Chattahoochee River, and Lake Lanier. g
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Hawaii J
HAWAII NATURE CENTER, INC. - $20,000 |
GREGORY DUNN, 2131 MAKIKI HEIGHTS DRIVE, HONOLULU, HI 96822 ..
Hawaiian Watersheds from the Mountains to the Sea I=J.|
Hawaiian Watersheds from the Mountains to the Sea allows teachers and students to participate in Hawaii [Lfl
Nature Center, Inc.'s (HNC) watershed curriculum. A three-part program consisting of project-oriented, :>
hands-on, and investigative wetland, forest, and coastal experiences, the curriculum follows a detailed action I>\
plan created by environmental educators and classroom teachers. The plan is to teach science and instill an L]~|
environmental ethic in the participants. A cornerstone of this program is the belief that making a personal
connection with nature and becoming well informed about Hawaii's natural environment are among the first
steps to becoming wise stewards.
Idaho
BONNEVILLE COUNTY HISTORICAL SOCIETY - $9,800
BONNIE JACOBSEN, 200 NORTH EASTERN AVENUE, IDAHO FALLS, ID 83402
Rocky Mountain Adventure
This project expands a summer youth camp, which serves children from the Fort Hall Indian Reservation and
migrant Hispanics, to include a week dedicated to teachers. The camp offers field trips to the diverse ecosystems
of eastern Idaho, classroom instruction at the Museum of Idaho, role-playing, and other interactive studies.
These activities emphasize how teachers can use the local environment to teach principles of environmental
education to their students. This for-credit camp fosters an appreciation of the social, economic, and
environmental concerns that must be considered when regulatory agencies make environmental decisions. The
teachers learn how organisms are affected by factors that are essential to their survival. They gain the ability to
identify and explain causes of species endangerment and the effects of species extinction on an ecosystem. They
also learn about the habitats and coping techniques of animals and plants in harsh environments and how
unique natural resources affect the biodiversity and ecology of the local flora and fauna.
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| IDAHO DEPARTMENT OF HEALTH AND WELFARE - $30,000
jg KARA STEVENS, 450 WEST STATE STREET, GTH FLOOR, BOISE, ID 83720
|i Environmental Education Curriculum Workshops
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Indiana a
communities.
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SPRINGS VALLEY COMMUNITY SCHOOLS - $8,840
ROGER FISHER, 498 SOUTH LARRY BIRD BOULEVARD, FRENCH LICK, IN 47432 |
Is Our Drinking Water Safe? 1
In this project, Springs Valley Junior and Senior High School students conduct water quality studies of Lost ^
River both upstream and downstream of French Lick and West Baden to find out the effect of human activities 51
on Lost River. The studies measure dissolved oxygen, nitrate levels, and turbidity, and then compare the results 2
with Patoka Lake, another local source of drinking water. Students present the results of the studies to the town §
boards of French Lick and West Baden. §P
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THE JACK AND SHIRLEY CENTER FOR THE ARTS - $9,990 ,
EDWIN SHELTON, 101 WEST 2ND STREET, MICHIGAN CITY, IN 46360 |ff]
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Great Lakes Summer Eco-Art Camp [jT]
The Great Lakes Summer Eco-Art Camp is a collaborative venture between the Lubeznik Center and LaPorte -.>
County Youth Serving Agencies Coalition. The art project is integrated into the coalition's ongoing summer I>\
camp program, which reaches children and youth in the Lake Michigan and Great Lakes communities. The IjTI
participants study a major issue related to lakeshore ecology and develop eco-artwork and reflection statements
as they investigate the manner in which personal and community decisions affect the lakeshore.
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Iowa
IOWA CONSERVATION EDUCATION COUNCIL-$9,781
CRAIG A. MEYERS, 6500 CORPORATE DRIVE, JOHNSTON, IA 50131
Midwest Environmental Education Conference
The Iowa Conservation Education Council partners with the North Iowa Area Community College to host a
Midwest Environmental Education Conference. Educators and natural resource professionals from across the
Midwest attend the conference. The goal of the conference is to offer participants workshop sessions in
environmental, economic, and cultural changes that have occurred during the past several decades. Educators
learn about new directions in environmental research and education. Participants also gain new skills and
techniques in environmental management.
IOWA DEPARTMENT OF NATURAL RESOURCES - $31,605
BRIAN TORMEY, 502 EAST 9TH STREET, DES MOINES, IA 50319
Sustainable Systems Class r-\
Students participate in a 12-week internship program on pollution prevention under this project. The program
teaches undergraduate and graduate students about sustainability concepts. Students learn about pollution IfjTI
prevention, energy efficiency, renewable energy, environmental compliance, environmental management systems,
and environmental design. The goal of this project is to serve as a catalyst for students to learn how to create |u"|
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sustainable and pollution-free communities and to apply these concepts to class projects. Knowledge gained \r=rt
from this course empowers Iowa students, making them a more valued commodity in the workforce and in the
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WESTERN KENTUCKY UNIVERSITY RESEARCH FOUNDATION - $30,000 a
KAREN POWELL, 1 BIG RED WAY, BOWLING GREEN, KY 42101 S
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Enhancing Environmental Discovery within Rural Communities |
Under this project, participating teachers and students are offered a focused study of the environment through ^
three interactive environmental education experiences at Brigadoon State Nature Preserve. The project reaches its 5-
audience through a professional development workshop and interactive programs held in informal settings. The ^
goal is to involve middle school teachers and students at schools near Brigadoon and Mammoth Cave. Teachers g
are provided with activities and a teaching kit that contains all the necessary resource materials and background :>
information to educate the students about local natural resources. The program at Mammoth Cave focuses on §
endangered species and the unique cave and karst landscape, while the program at Brigadoon focuses on the §?
importance and conservation of mature growth, mesophyllic forests. This program encourages teachers to include 5
environmentally focused reading and writing assignments in the curriculums. Students are involved in an ,
investigative water quality laboratory and become more informed about local resources, the environmental issues Mjil
related to the resources, and how they can protect these resources. They are exposed to professionals in the pi:
environmental field, including educators with the Regional Science Resource Center, a field officer with the
Kentucky State Nature Preserves Commission, and a park ranger with the National Park Service. Students also jj-j~|
engage in reading and writing assignments that have an environmental theme. The writing assignments are pzi'
reprinted in local publications to educate the public about important environmental issues in the area. LrL|
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LAKE PONTCHARTRAIN BASIN MUSEUM & RESEARCH CENTER - $30,000
NIXON ADAMS, 133 MABEL DRIVE, MADISONVILLE, LA 70447
Monitoring Underwater Aquatic Environments
This project employs underwater robots and their Internet-based operations to bring children close to the underwater
environment to educate them about local freshwater ecosystems, interior wetlands, marine habitats and organisms,
and techniques for water quality monitoring. The goal of this project is to develop an educational program for
upper elementary, middle, and high school students, their teachers, and the public of the local community centered
on the environmental issues of the Tchefuncte River and Lake Pontchartrain using underwater robotics. Key
issues studied include water quality and pollution levels of the river and lake. The project is innovative because it
combines environmental education with high-tech robotics in a manner that appeals to children. Students of
engineering and environmental science at Tulane University mentor the children on environmental education and
high-tech equipment such as robotics and computers. In addition to raising environmental awareness, the hands-
on active learning approach encourages children's interest in mathematics, science, and engineering. By nurturing
this interest, students become motivated to study emerging areas of advanced science and engineering, such as life
sciences, energy, and environmental technologies.
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MDI WATER QUALITY COALITION - $32,426
JANE E. DISNEY, PO. Box 91 1 , Mr. DESERT, ME 04660
Environmental Stewardship Through Service Learning
iS The Mount Desert Island (MDI) Water Quality Coalition is expanding the current service learning environmental
g education projects. Third graders stencil drains, sixth and seventh graders monitor red tide organisms, eighth
g graders monitor water quality in streams and ponds, and tenth graders participate in swim beach monitoring as
§ part of these projects. MDI enriches these programs with teacher training and fuller discussions with the
m students to develop greater stewardship. A Youth Watershed Forum Convener's Handbook containing case
o studies of the service learning projects is published and later presented at the Youth Watershed Forum. MDI is
partnering with School Union 98 of the Mount Desert Schools and the Union River Watershed Coalition at
|"jjjl the College of the Atlantic.
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WASHINGTON COUNTY SOIL AND WATER CONSERVATION DISTRICT- $9,991
[jfjl TAMARA LEE PINARD, 51 COURT STREET, PO. Box 1 21 , MACHIAS, ME 04654-01 21
ITJTJ Conservation Ed Web
-, | The Washington County Soil and Water Conservation District is one of 16 districts working to promote the
conservation and stewardship of soil, water, and related natural resources. The goal of this project is to identify,
lj=j~| assess, and prioritize statewide natural resource education needs, evaluate conservation districts' programs that
|=U address the statewide needs, and prepare an implementation plan for achieving coordinated education
(J-TJ programming. Facilitated stakeholder meetings provide the basis for developing the implementation plan.
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Maryland
NATIONAL AQUARIUM IN BALTIMORE - $40,000
LAURA BANKEY, 501 EAST PRATT STREET, BALTIMORE, MD 21202
yi| Student Conservation Work-Study Program
mTI The initiative encourages underserved college students to experience hands-on coastal ocean and conservation
j sciences that will lead to future career development in those fields. The Student Conservation Work-Study
LiL|| Program focuses on underserved undergraduate students because of their historical under-representation in the
]TT~| field of conservation sciences. College students from 15 regional underserved institutions are influenced through
j 1 the recruitment process, where career participation in the conservation sciences is encouraged and promoted.
Underserved undergraduate students participate in an 8-week work-study program consisting of two tracks:
Wetland Ecology and Marine Mammal Conservation. The Wetland Ecology track (Chesapeake Bay) provides
. =L| students with hands-on experience in planting, monitoring, and identifying typical wetland species in the
§ Chesapeake Bay area. Through the Marine Mammal Conservation track (Ocean Health), students study and
experience the human impact on healthy oceans by working with the most affected species in that environment.
_ _, The impact of marine debris, pollution, and increased boat traffic, and their effects on ocean health, along with
mij the resulting consequence to marine mammals and their habitats, are studied. This initiative will be presented
p=j as a model to other conservation, education and scientific organizations. The initiative also includes visits to
III I local area high schools to introduce students to careers in coastal ocean and marine science before they enter
college.
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EARTHWORKS-$20,000
LAURA DOTY, 34 LINWOOD STREET, BOSTON, MA 02119 |
Model Outdoor Teacher-in-training Program 1
Earthworks is expanding its Outdoor Classroom Program to include a teacher-in-training component. The ^
Outdoor Classroom Program enables students in a limited number of second and third grade classes in three 51
Boston schools to receive weekly hands-on lessons from Earthworks staff on nature, ecology, and stewardship 2
for schoolyard and neighborhood orchards. Additional staff teams teach with classroom teachers on the Outdoor §
Classroom Program to include every grade and every class (K-5) in the three Boston schools Earthworks is now ^
assisting. The "teacher-in-training" pilot program significantly expands the successful Outdoor Classroom ^
Program. |
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GLOUCESTER MARITIME HERITAGE CENTER - $9,772
HARRIET WEBSTER, 23 HARBOR LOOP, GLOUCESTER, MA 01930 1=1
Rockport High School Eelgrass Cultivation Program LilJ
The Gloucester Maritime Heritage Center (GMHC) is implementing a program that enables two teachers IjTI
from Rockport High School to attend a 5-day workshop on the ecology and biology of eelgrass. GMHC is
partnering with Rockport High School, the Massachusetts Institute of Technology Sea Grant Hatchery, and the
Massachusetts Office of Coastal Zone Management. The teachers instruct students in aquaculture classes MjT
about how to grow eelgrass from seed and replant it in designated local waters. Students learn about the various ^^
forms of eelgrass, how it grows, how it creates a critical marine habitat, how it filters out pollutants, and how it |il|
prevents erosion. At the end of the school year, teachers will gather at a symposium to discuss the successes and
challenges of the first year of the eelgrass cultivation project.
SOCIETY FOR THE CONSERVATION AND STUDY OF CARIBBEAN BIRDS - $40,000
LISA SORENSON, DEPARTMENT OF BIOLOGY, 5 CUMMINGTON STREET, BOSTON, MA 02215
Community Education for the Wise Use of Wetlands
A significant environmental concern in the Caribbean threats to and destruction of wetlands is addressed
under this project. The Society for the Conservation and Study of Caribbean Birds is partnering with the
Puerto Rican Ornithological Society to conduct workshops in Arecibo for educators and public information
sessions for the community. A goal is forming a local wetlands support group. The workshops provide educators,
students, and the community with an understanding of how stewardship for wetlands can reduce pollution.
TELLUS INSTITUTE-$12,200
, SPANGER-SlEGFRIED, 11 ARLINGTON STREET, BOSTON, MA 02116
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Climate Change Vulnerability and Adaptation in the New England States |]=n
Stakeholders are educated about creating the most cost-effective solutions to adapting to climate change as part -.I
of this project. Coastal zone, forestry, and agriculture sectors tend to be vulnerable to changes in climate. By LrL||
targeting educators in these sectors, a greater awareness is fostered to find solutions to reduce current and future
impacts. This project delivers education through direct outreach, informational meetings, and train-the-trainer
workshops. Stakeholder groups in each community are provided with the background and means to use new |Ll"|
outreach materials and information to educate their constituents and the broader public on reducing the effects l-pri
of climate change.
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THE GREENING OF DETROIT-$10,000 g
REBECCA SALMINEN WITT, 1418 MICHIGAN AVENUE, DETROIT, Ml 48216 S
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Green Heroes Program |
The Green Heroes Program increases environmental awareness among Detroit's youth by providing elementary ^
school students and adult partners with out-of-school training, guidance, and materials to create cleaner and 5-
greener spaces in their own neighborhoods. The program partners with two groups to promote a better ^
understanding of the environment to children and adults. It provides resources to participants for areas selected g
for revitalization. Additionally, community groups and youth investigate their neighborhoods by creating :>
maps of areas that need to be cleaned up and planted with vegetation to create a healthier ecosystem. All §
participants are recognized for their efforts in protecting their environment and creating a cleaner and healthier §?
Detroit. 5
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Minnesota [§]
ALLIANCE FOR SUSTAINABILITY - $10,000 |M
SEAN GOSIEWSKI, 1521 UNIVERSITY AVENUE SE, MINNEAPOLIS, MN 55414 Iff]
Congregations Caring for Creation [in"
The Alliance for Sustainability supports 15 congregations in the Twin Cities metropolitan area to become
"energy star'" congregations. Participants at various workshops prioritize, implement, and report on energy
conservation actions taken by the congregation. Volunteers from the congregations form environmental ]jT
stewardship committees to engage their members to make informed choices to save energy, support renewable
energy, reduce waste, prevent pollution, and improve environmental health.
MINNESOTA COUNCIL ON ECONOMIC EDUCATION - $10,000
CLAUDIA PARLIAMENT, 1994 BUFORD AVENUE, ST. PAUL, MN 55108
Environmental Decision Making for Grades 4 Through 6
The Minnesota Council on Economic Education is conducting two national train the trainer workshops in St.
Louis and Atlanta for middle school and college teachers. The newly trained teachers then serve as trainers for
other teachers for the curriculum "Seas, Trees and Economies." The lessons in "Seas, Trees and Economies"
provide students with the tools they need to recognize fundamental trade-offs, to explain how and why choices
are made, and to explain how people can make better choices about the use of natural resources and disposal of
wastes that production and consumption unavoidably create.
Sixth graders at North Shore Community School gain first-hand environmental experience by assisting in
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NORTH SHORE COMMUNITY SCHOOL- $9,900
BARBARA KOHLSTEDT, 5226 RYAN ROAD, DULUTH, MN 55804
Solar Energy Education Project [SEEP) LEI
Sixth graders at North Shore Comn
installing solar photovoltaic panels that generate a portion of electricity at the school. This project pilots a
national "best practice" education reform model called the Environment as an Integrating Context (EIC). EIC
incorporates the teaching strategies of local community focus, team teaching, and cooperative learning and
student-centered investigation of local issues. The project, combined with classroom lessons, activities, and
field trips, enables students to expand their technological literacy and environmental awareness. The students |Ll"|
also create educational displays about the photovoltaic panels for the rest of the school. l-pri
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| Mississippi
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^ ST. CATHERINE CREEK REFUGE ASSOCIATION, INC. - $5,000
CHARMAN CUPIT, PO. Box 1027, NATCHEZ, MS 39121
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Wetland Wonders - A Study of Water Quality and the Effects of Pollutants
Under this project, students in grades 7 through 9 visit the St. Catherine Creek National Wildlife Refuge and
use test kits to analyze nearby stream and pond water for pollutants and overall water quality. Through hands-
on activities, students learn the importance of water quality and the effects of pollutants on not only wildlife
and their habitat, but on humans as well. Students investigate the source of pollutants and develop plans to
drastically reduce or eliminate them from the environment.
Missouri
AREA RESOURCES FOR COMMUNITY & HUMAN SERVICES - $50,000
LAURA LAMBRIX, 539 GRAND BOULEVARD, GTH FLOOR, ST. Louis, MO 63103
Natural Intelligence Project
Classroom presentations, field trips, and after-school workshops at six public schools are part of the Natural
Intelligence Project. These educational experiences focus on environmental issues that include air and water
quality, recycling, conservation of natural resources, and pollution prevention. Students participate in recycling,
water quality monitoring, and pollution prevention. In addition, teachers learn how to incorporate environmental
excellence standards into classroom curriculums. This environmental curriculum is integrated into classroom
lessons to improve students' knowledge and skills in math and science. Students acquire the knowledge and
skills to help them make informed decisions, to recognize and solve problems, and to gather, analyze, and apply
L-UI information and ideas. Environmental education services are provided to students to increase academic
achievement and raise Missouri Assessment Program (MAP) test scores at target schools in math and science.
CENTER MIDDLE SCHOOL -$7,91 5
RONALD E. SCOTT, 326 EAST 1 03RD STREET, KANSAS CITY, MO 641 1 4
Restoration Education Service Project
Middle school teachers gain new skills to teach environmental science to students under the Restoration Education
Service Project by participating in trail construction and habitat restoration. Teachers incorporate these new
skills and materials into classroom curricula and field instruction. Students attend field trips that address
environmental issues such as trail construction, habitat restoration, water quality, and identification of non-
native species.
Montana
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INSTITUTES FOR JOURNALISM AND NATURAL RESOURCES - $1 0,000
FRANK ALLEN, 121 HICKORY STREET, SUITE 2, MISSOULA, MT 59801
Great Waters Institute
§ Institutes for Journalism and Natural Resources (IJNR) conducts the Great Waters Institute for journalists.
The Great Waters Institute is a 9-day expedition into rural parts of Wisconsin and Michigan that provides
_ ( practical learning experiences in relevant outdoor settings. Journalists explore the conditions of forests, farms,
jyjl fisheries, rivers, and lakes. They examine logging practices, watershed restoration projects, shoreline developments,
j and mining and Superfund sites. Along the way, they will meet and talk with expert speakers. IJNR mentors
[U] the journalists after the expedition is over.
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MT-NE
INSTITUTES FOR JOURNALISM AND NATURAL RESOURCES - $10,000 a
FRANK ALLEN, 121 HICKORY STREET, SUITE 2, MISSOULA, MT 59801 S
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2005 Salmon Country Institute |
Education for journalists about agriculture, forestry, and water quality under this project is intended to enable ^
them to report more accurately and with more depth. Participants study logging practices, watershed restoration 5-
projects, dams, and agricultural operations during several field trips in coastal parts of Oregon, Washington, and ^
Canada. They talk with more than 40 experts from federal and state agencies; representatives from local timber, g
energy, mining, and seafood companies; family farms; and grassroots environmental groups. These experts offer :>
knowledge on all aspects of environmental issues. After the training, the institute follows up with individualized §
professional coaching and mentoring that lasts for at least 1 year. The goal of the project is to improve reporting §?
on environmental issues to expand and reinforce public understanding. ^
MISSOULA COUNTY WATERSHED EDUCATION NETWORK - $16,200 |JT[J
DEBBIE FASSHECHT, THE SWIFT BUILDING, 315 SOUTH 4TH STREET EAST, MISSOULA, MT 59801 jpr
Missoula County Watershed Education Network Program
The Missoula County Watershed Education Network (WEN) conducts hands-on educational programs to *'\
elementary, middle, and high school students about water quality and non-point source pollution issues. Through [Lf]
several community outreach events, classroom activities, and field experiments, WEN empowers citizens to make
decisions about local water quality and community land use practices. In addition, parents attend the special '1|
events and field experiments. Lfl
Nebraska
See page 5 for a profile of a grant awarded to The Groundwater Foundation by EPA Headquarters, \]^\
NEBRASKA RURAL WATER ASSOCIATION - $6,939
BARNEY WHATLEY, 3390 PONDEROSA, WAHOO, NE 68066 HJ
Watering the Grass iHl|
Watering the Grass raises the awareness and involvement of the public in protecting drinking water supplies. After MJTJ
they complete a survey on water use and knowledge, residents receive free water testing from the Future Farmers of -,
America. The water is tested for nitrates and other parameters. High school students map potential contaminants till
on the wellhead protection area map and help water operators complete contaminant source inventories. Older I'jJTj
students mentor elementary students by providing water education using groundwater models and the "test your
well" program. JU]
THE NATIONAL ARBOR DAY FOUNDATION - $48,380 |=-l
SUSAN H. WIRTH, 211 NORTH 12TH STREET, LINCOLN, NE 56808 E]
Conservation Education Pathway j^l
A tram trail for a conservation education pathway at Arbor Day Farm that connects many conservation |TJT]
demonstrations into a one-of-a-kind environmental education experience is under construction as part of the
Conservation Education Pathway. The National Arbor Day Foundation creates interactive environmental education |U"|
learning stations at key points along the pathway. This project serves as an outdoor campus for middle and high |-pri
school students, for Future Farmers of America and 4-H groups, and for University of Nebraska students in *^
agriculture, forestry, and urban planning. Students explore sustainable agriculture practices at the learning stations. [IT]
The stations are equipped with audio-active interpretive panels and environmental education kits that contain hi
professional equipment and supplies for hands-on environmental education. This project serves as a model to '1|
educate current and future farmers, landowners, and community planners about alternative agricultural practices |[f|[
that are more sustainable and have less environmental impact on soil and water than current methods.
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NEVADA DIVISION OF ENVIRONMENTAL PROTECTION - $1 0,000
KATHY SERTIC, 333 WEST NYE LANE, SUITE 1 38, CARSON CITY, NV 89706-0851
Nevada Project Water Education for Teachers WET)
The Nevada Project Water Education for Teachers (Project WET) is intended to create informed, environmentally
aware citizens who will promote and incorporate water protection and conservation into their daily lives. These
educator workshops and educational events enhance teaching competence in the field of natural resource education
and make it possible to reach students with a message about environmental stewardship. Project WET, which
includes the WET Curriculum Guide and sponsorship of successful water festivals, is an accredited international
water science program. This program increases awareness, appreciation, knowledge, and stewardship among
teachers and students.
TAHOE RIM TRAIL ASSOCIATION - $4,670
ERIN CASEY, 948 INCLINE WAY, INCLINE VILLAGE, NV 89451
LS| Lake Tahoe Property Owner Welcome Packet
Tj-jl Lake Tahoe's water quality is threatened by nonpoint source water pollution and improper land management
-, | techniques. Additionally, fire suppression and the existing forest health make a devastating wildfire possible.
Many first-time property owners in the Tahoe Basin are unfamiliar with the rules and regulations required to
lj=j~| live in this delicate and regulated environment. Under this grant, the collaborative community information
|=U Lake Tahoe Property Owner Welcome Packet is developed, and an educational workshop series for residents is
(J-T| conducted. Workshops for property owners explain best management practices, defensible space, and integration
§ of landscape and property management to protect the environment.
New Hampshire
lH]| APPALACHIAN MOUNTAIN CLUB - $1 0,575
Ijlj] GARY GRESH, PC. Box 298, GORHAM, NH 03581
||nl Mountain Watch Program
j The Appalachian Mountain Club (AMC) is expanding its current Mountain Watch Program, an effort that
LiL|| involves volunteers who help monitor air quality on mountains and ridgelines from 16 fire towers and other key
]TT~| vista locations. Partnering with the New Hampshire Department of Environmental Services and the New
Hampshire Department of Resources and Economic Development, AMC educates the public on fine particulate
pollution (regional haze) and air quality and its causes, potential health effects, and steps the public can take to
improve the situation.
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New Jersey
CJl
HOPEWORKS'NCAMDEN-$10,000
MANTHU TEKHNA, 543 STATE STATE, CAMDEN, NJ 08102 |
Hopeworks CIS Summer 2005 City Green Survey 1
Career and educational experiences are provided to youth of Camden, New Jersey, through their participation ^
in the Hopeworks GIS Summer 2005 City Green Survey project. High school students learn about the 51
environment and develop the skills to perform surveys and environmental analysis using ArcGIS and City 2
Green software. Classroom instruction and field work give students from traditionally under-served communities §
experience in transferable career skills and an opportunity to earn free college credits. ^
D>
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MARINE MAMMAL STRANDING CENTER - $5,000 ,
SHEILA DEAN, 3625 BRIGANTINE BOULEVARD, BRIGANTINE, NJ 08203 [trf]
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Future Coast Keepers [jT]
Under this project, residents of Brigantine, New Jersey, and vacationers receive education about marine ecosystems -.>
through hands-on activities. The activities include seining, beach cleanups, training for stranded marine mammal I>\
response, and beach walks. Experts from outside organizations provide presentations about various environmental L]~|
issues that affect marine ecosystems. The project promotes environmental stewardship through first-hand
experience, with a goal of establishing life-long respect for the environment and inspiring participants to pursue
environmental careers. ]jT
NEW JERSEY MARINE SCIENCES CONSORTIUM - $9,306
CLAIRE ANTONUCCI, BUILDING 22, FORT HANCOCK, HIGHLANDS, NJ 07732 |J£J
Biology of the Hudson Raritan Estuary [if
Under this project, high school teachers from New Jersey and New York receive training and professional
development on the biology of the Hudson Raritan Estuary, two significant estuarine zones in the region.
Educators acquire knowledge and skills on sustainability and its application to the coastal zone. Participants in [T
this project receive 24 hours of professional development training during the 2005-2006 school year. The goal pi
is to reach teachers who will use the strategies in the classroom. Additional teachers receive 6 hours of professional LrL
development in sustainable coastal zone science. |Tj
SETON HALL UNIVERSITY-$7,000 E
MIRIAM LYONS-FROLOW, 400 SOUTH ORANGE AVENUE, SOUTH ORANGE, NJ 07079 |lr
Teachers Institute for Environmental Studies hjTI
The Teachers Institute for Environmental Studies delivers four workshops on environmental topics that affect 7=!.
northern New Jersey to build ecological and scientific literacy for kindergarten through grade 12 teachers and I_L||
Seton Hall University students. Experts present workshops on an environmental or community health issue. A |TjT|
breakout session follows, when participants develop strategies to incorporate the topic into curricula. Participants -.I
share results, strategies, and resources, which are posted on Blackboard. |U|
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New Mexico
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NY
FRIENDS OF CROTONA PARK-$9,878 a
ROSEMARY ORDONEZ, c/o PHILIPPS CDC, 1591 FULTON AVENUE, BRONX, NY 10457 S
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Crotona Park Intern Opportunity |
The Crotona Park Intern Opportunity program provides college-aged participants with useful training that ^
prepares them for careers in the environmental field. As interns, these participants assist with education programs 5-
designed to increase environmental stewardship and appreciation of the Crotona Park in South Bronx. They ^
achieve this goal through community environmental programs and through hands-on, inquiry-driven methods g
to teach park visitors, youth, and children in after-school and camp programs about freshwater lake ecology and :>
wildlife. These programs also address other issues, such as urban ecological restoration, energy conservation, §
park protection, and water pollution. §?
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FRIENDS OF VAN CORTLANDT PARK - $10,000 ,
CHRISTINA FRANCIS, c/o VAN CORTLANDT PARK GOLF HOUSE, BRONX, NY 10471 OTJ]
Environmental Internship Program [jT]
The Environmental Internship Program is intended to educate high school student interns about human health,
the environment, and potential environmental careers. The interns learn through use of the local environment *'\
and ecology, hands-on activities, workshops, field trips, and guest speakers from environmental organizations. [Lf]
The interns then teach younger children from the Riverdale Neighborhood House after-school program and
the broader community about both local and global environmental issues. This project promotes environmental '1|
stewardship by teaching students about ways they can protect human health and environment. m~|
NATIONAL AUDUBON SOCIETY - $15,230 Ul
ANDREW MACKIE, 200 TRILLIUM LANE, ALBANY, NY 12203
Aububon New York's For The Birds!
Audubon New York's For The Birds! Program is offered to elementary school students in New York (Utica,
Syracuse, and Queens). Trained community volunteers and graduate students provide participants with hands-
on studies in the surrounding natural environment, focusing on bird habitats. The goal of this program is to
promote environmental stewardship by forging a connection between elementary school students and the local
environment. Bird habitats are used to facilitate an understanding of how humans can improve and preserve
habitats, especially in the natural environment near their homes.
ONONDAGA LAKE CLEANUP CORP - $9,995
EDWARD M. MICHAELENKO, 102 WEST DIVISION STREET, THIRD FLOOR, SYRACUSE, NY 13204
Testing the Water [TjH
Testing the Water is a pilot project that incorporates basic water quality testing of local creeks as a platform for
enhancing teaching skills while providing students in grades 5 and 6 an outdoor experience that integrates I1|
environmental education with New York State Intermediate Science Core Curriculum Standards in area schools. I [fil
The project develops in-class teaching skills during student activities on water quality testing, aquatic food j
webs, and an introduction to the local watershed. School groups visit area streams during 12 field trips and I_L|[
learn through classroom activities. Students learn to test water quality, collect and analyze scientific data, and \\T\\
exercise critical thinking and problem-solving skills.
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| QUEENS COLLEGE (CUNY) AND RESEARCH FOUNDATION - $25,000
DR. ALLEN LUDMAN, 65-30 KISSENA BOULEVARD, FLUSHING, NY 11367-1597
|i Queens College Research
^ The primary focus of this project is to improve the teaching abilities of kindergarten through grade 12 teachers
u-1 by training them in the content and pedagogic skills needed to make the schools centers for authentic
i3 environmental research. Teachers who represent 10 Queens and 10 Bronx schools attend 5 days of workshop
s training, where they learn to carry out rigorous scientific protocols appropriate for their students' developmental
g levels. Teachers learn to use GPS receivers, various scientific instruments and the Internet, and stimulate and
z maintain student inquiry.
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North Carolina
|fj] FOREST HISTORY SOCIETY -$10,000
=,' TOM MARSHALL, 701 WILLIAM VICKERS AVENUE, DURHAM, NC 27701
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"If Trees Could Talk" Curriculum
The grant offers a two-part Teacher Institute for middle school teachers. The first part is a 3-day non- residential
m-jl institute where teachers meet with noted environmental historians and forest managers for presentations,
, | discussions, and readings on selected concepts in forest and environmental history. The teachers are introduced
to primary archival materials and classroom activities they can use. The second part is a classroom application
lj=j~| of one of the historical topics by each participant during the 2005-2006 school year. The Forest History
-\ Society's curriculum specialist will provide assistance for each classroom.
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|T=TI STATE INSTITUTION OF HIGHER LEARNING, NC STATE UNIVERSITY - $1 5,596
RICHARD VENDITTI, Box 7514, RALEIGH, NC 27695
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Workshop: Analysis of Environmental Issues Through New and Renewable Plant Sources
High school teachers' skills to weigh various sides of environmental issues and to make informed, objective,
science-based decisions using critical thinking and problem solving are strengthened through this project. High
school science teachers from the southeast attend a 3-day intensive workshop at North Carolina State University
(NCSU), where they are taught how to use environmental impact and life cycle analysis models as tools to
evaluate petroleum and plant-based processes. Experimental kits are given to the teachers so that they can
conduct the experiments executed during the workshop in their high school classes.
WAKE COUNTY -$4,492
ANGELINE MC!NERNY, PC. Box 550, RALEIGH, NC 27602
. Access Nature Program
Blue Jay Point County Park hosts a 10-hour, 2-day workshop so participants, classroom teachers, and
environmental educators can discover the "Access Nature" curriculum developed and taught by the National
Wildlife Federation. The participants develop the skills necessary to tailor environmental education exercises
to incorporate all students. Participants likewise gain an increased awareness of the need to adapt lesson plans
so that all students are included, regardless of any motor, cognitive, hearing, and visual disabilities. The focus
is to provide educators the tools to ensure all students have access to nature.
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North Dakota |
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NORTH DAKOTA STATE UNIVERSITY - $1 4,620 gp
VALREY KETTNER, Box 5756 NDSU STATION, FARGO, ND 581 05-5756 j
Educating University Students About Environmental Issues in Architecture 1
Under this grant, North Dakota State University (NDSU) conducts a pilot educational project that educates ^
third-year architecture students about environmental issues in architecture. This project expands the students' 51
existing knowledge and skills related to environmental performance analysis of new buildings. These educational 2
classes help ensure an adequate supply of well-trained architects who can analyze complex environmental §
challenges. Students become familiar with analytical techniques in environmental performance, solve §P
environmental design issues, compete in competitions, quantify the environmental benefits of energy efficient ^
designs, and make informed decisions about energy science in relation to architectural design.
O ' O/ O - 1,
Ohio
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See page 6 for a profile of a grant awarded to the Mill Creek Restoration Project by EPA Headquarters, ]r|l
OHIO ENVIRONMENTAL COUNCIL - $1 0,000 |r=j]
MICAH VIEUX, 1 207 GRANDVIEW AVENUE, SUITE 201 , COLUMBUS, OH 4321 2
Black River Watershed Safe Fish Consumption Project
In its effort to educate people about the dangers of contaminant exposure via fish consumption, the Ohio
Environmental Council provides educational workshops for conservation and public health groups, conducts
seminars in hospitals and clinics, and partners with a group that offers health education and parenting skills for
teenage mothers. The Ohio Environmental Council trains community supporters, healthcare providers, and
high school teachers on the best ways to communicate Ohio's sport fish consumption advisory and how to |j=n
minimize exposure to contaminants to preserve good health. =L|
HQ
Oklahoma [^n
TULSA COUNTY INDEPENDENT SCHOOL DISTRICT #1 - $38,847 |jr[j
JUDY FESSENDEN, 3027 SOUTH NEW HAVEN, TULSA, OK 74114
Nose to Knows with Nature |=l
Nose to Knows with Nature provides a "being there" learning experience for fifth graders in Tulsa Public ' >\
Schools. This project provides transportation, supplies, and a part-time assistant for Remington Elementary's |[j||
Center for Environmental Studies, located in the Mooser Creek Watershed of Southwest Tulsa, to become an
environmental center serving the Tulsa School District. This project's goal is to raise the level of understanding
and appreciation among students and the community for the interaction of different populations of organisms mTl
in an environmental community. Students work as a team to further the environmental education experience. T
They receive support from classroom teachers and parents. The program emphasizes the interdependence of LrLH
organisms for food, shelter, and reproduction, and how changes in environmental conditions that result from ITJT
natural causes and human interaction can affect the livelihood or survival of a population or species.
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Oregon
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OR-PA
FRIENDS OF ZENGER FARM-$9,800 a
WISTERIA LOEFFLER, 11741 SE FOSTER ROAD, PORTLAND, OR 97266 S
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Grow Wise Youth Education Program |
This program takes kindergarten through grade 12 students in disadvantaged South Portland neighborhoods to §
a working urban farm and wetland for hands-on experience in wetland delineation, water quality testing, insect [5
monitoring, garden planning and maintenance, science inquiry projects, seed exploration, and composting. ^
The students learn about the ecological impacts of agriculture, the importance of species diversity and watershed 51
health, and how choices in food and energy affect the environment. The farm staff participate in pre- and post- g
program visits to the classroom to prepare for or follow-up on farm programming. Staff from the Oregon State o
University Extension Service and the City of Portland's Bureau of Environmental Services provide teaching CD
assistance to the students about wetland ecology and insect lifecycle and monitoring. ^
GO
PORTLAND STATE UNIVERSITY - $9,550 l^j
DR. JULIE SMITH, PO. Box 751, PORTLAND, OR 97207 P-!
Walking Softly =!.
A 4-day summer teacher workshop in the Portland area is offered under this project. The workshop introduces ]T|
kindergarten through grade 12 teachers in the metropolitan Portland area who use a field-based curriculum to h
incorporate low-impact protocols, thereby reducing potential damage to fragile urban ecosystems from high-
density usage. Before the workshop, Portland State University staff design an in-class activity to increase student [fl
awareness of their impact on the environment during field trips. The workshop introduces teachers to the in-
class activity and shows them how to model low-impact use through field trips to four different ecosystems. |LT]
Teachers on the field trips learn about an ecosystem and site-specific techniques to reduce impacts. The teachers
see accessible natural spaces available for field trips near their schools, share field-based curricula, and provide
follow-up assessment of the impact of the workshop. The project encourages teachers to discuss ways to raise
student capacity to be successful in environmentally sensitive ways. Partner organizations with this project
include the City of Portland Environmental Services, the U. S. Bureau of Land Management, the Columbia liLM
Slough Watershed Council, Oregon Trout, Portland Parks and Recreation, Friends of Tryon Creek State Park,
Jackson Bottom Wetlands, and the Student Watershed Research Project. --I
[Irjl
Pennsylvania [gi
DOYLESTOWN TOWNSHIP ENVIRONMENTAL ADVISORY COUNCIL - $30,742 |lr[j
KATE McGovERN, 425 WELLS ROAD, DOYLESTOWN, PA 18901 jpEFi
Environmental Workshops for Elementary School Teachers
Greater interest in environmental science is stimulated under this project through environmental education ''\
workshops for elementary school teachers in the Central Bucks County School District. Elementary school |[f||
teachers of grades 2, 4, and 5 benefit from the program as it instills a basic understanding of environmental izz^
principles and facilitates more effective use of existing educational tool kits and teaching aids across all
environmental media. The teachers encourage scientific discovery and problem solving at an early age and |T=T|
provide a foundation for future secondary instruction in environmental issues and careers. The project serves J=L|
as a model and example for other school districts in the Commonwealth of Pennsylvania. |LT][
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PA
| GREENTREKS NETWORK, INC. - $15,000
AMANDA BAILEY, 1420 WALNUT STREET, SUITE 1304, PHILADELPHIA, PA 19102
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pi Protecting Our Children's Health in Philadelphia Campaign
^ Protecting our Children's Health in Philadelphia Campaign is a comprehensive communication resource package
LJJ created to reduce the number of children affected by lead poisoning and pollution-related asthma in the
;< Philadelphia area. Working in partnership with the National Nursing Centers Consortium (NNCC), GreenTreks
^ Network develops, creates, and distributes during home visits interactive DVDs (both in English and Spanish)
§ that connect parents with the stories of others who have been in the same situation. The DVDs provide an in-
> depth resource that enables people to take action in their own homes and communities. NNCC uses the DVDs
as an outreach tool to reach urban families. GreenTreks Network and NNCC reach households with this vital
information and improve their home environments.
CM
PENNSYLVANIA STATE UNIVERSITY PENN STATE INSTITUTES OF THE ENVIRONMENT- $9,671
DENNIS DECOTEAU, 110 TECHNOLOGY CENTER BUILDING, UNIVERSITY PARK, PA 16802
Enhancing Teacher Knowledge of Air Pollution Effects on Plant Health
Teacher Knowledge of Air Pollution Effects on Plant Health enhances the knowledge of teachers in kindergarten
through grade 12 on the effects of air pollution on plant health through a 1-day, hands-on workshop. The on-
site workshop provides background information on air pollution and its effects on plants, demonstrates air
pollution-induced injury on plants, and enhances critical thinking on environmental variables and subsequent
plant responses through data analysis of recorded ozone levels and the occurrence of plant injury symptoms to
sensitive plants.
THE PENNSYLVANIA STATE UNIVERSITY - $9,535
DR. LAURA GUERTIN, 110 TECHNOLOGY CENTER BUILDING, UNIVERSITY PARK, PA 16802
Science, Programming, HERE, Scouts! [SPHERES]
Created to encourage Brownies and Girl Scouts to earn science and technology badges, "Science, Programming,
HERE, Scouts!" (SPHERES) allows elementary and middle-school age girls to "learn and earn" by participating
in planned environmental science programs. SPHERES includes hands-on, authentic field and laboratory
science experiments conducted on campus by the Brownies and Junior Girl Scouts troops during two Saturday
badge events and two 1-week themed day camps. The use of hand-held science equipment and computers
allows the girls to become active environmental scientists by conducting daily experiments, experiencing
hypothesis formation, data collection and processing, and analyzing and communicating results. Undergraduate
students conduct the Saturday program as part of the required service learning component in the earth and
geoscience courses. Service learning components for undergraduate students provide an opportunity to further
their environmental education and conduct environmental education outreach.
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THE VILLAGE OF ARTS AND HUMANITIES, INC. - $8,240 a
KELLY TANNEN, 2544 GERMANTOWN AVENUE, PHILADELPHIA, PA 1 91 33 S
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Plot-to-Planet Environmental Footprint Project |
This project uses gardening and other hands-on agriculture to educate urban community youth about local and ^
global environmental issues and the connections between them. Participants learn about the impact of litter, 5-
water and air pollution, soil erosion, and habitat loss by cultivating an inner-city garden through all phases of ^
the growth cycle, from seed to harvest. Elementary school children who live in the Fairhill Apartment complex g
adjacent to the Fairhill Community Center participate in weekly environmental workshops where the following :>
topics are discussed: pollution prevention, reducing solid waste, basic science related to gardening, stabilizing §
polluted soils, improving ground filtration, and providing fresh local vegetables to the community. Activities
include composting, plant pressings, field trips to state parks and orchards, harvesting, and pollution prevention
puppet shows.
CHILDHOOD LEAD ACTION PROJECT - $1 5,594
ROBERTA HAZEN AARONSON, 1 1 92 WESTMINISTER STREET, PROVIDENCE, Rl 02909
Rhode Island
ION PROJECT - $1 5,594 T
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Creation of a Lead Video
Owners of rental property in Rhode Island are required by law to take a lead awareness course that provides the
information and resources they need to work with lead-based paint safely and to avoid poisoning children ]jT
during maintenance. The Childhood Lead Action Project is creating and developing a videotape on safe work ^^
practices with lead for use in a 3-hour Lead Hazard Mitigation course and is educating course instructors. The |il|
videotape complements the existing educational materials while educating owners on safe lead work practices. hT
GROUNDWORK PROVIDENCE -$9,497 Oil)
SALLY TURNER, 69 WASHINGTON STREET, PROVIDENCE, Rl 02903 [ifjl
Education Team Tree Task Force l|nj
The Groundwork Providence's (GWP) Education Team Tree Task Force (E-team) is developing activities and p^
hands-on service projects to teach the importance of clean, safe, and beautified neighborhoods to elementary LiLlj
and middle school children and neighborhood groups. The E-team consists of underserved high school- age |]jjl
youth and partners with the Providence Neighborhood Planting Program and Rhode Island Tree Council. The
E-team youth and elementary and middle school children work throughout the summer and academic year on
the environmental stewardship tree program. The goals of this project are to create, develop, and implement a I pin
tree stewardship program through weekly meetings with the students, create a similar program for neighborhood
groups that receive street tree grants, develop plans for sustainable tree plantings around the schools where they []T|
teach, and lead tree plantings in school yards and neighborhoods where they work. l-p-i
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how to apply EPA's colored-coded Air Quality Index of health precautions to daily activities.
TX
Texas |
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See page 7 for a profile of a grant awarded to A Nurtured World, Inc. by EPA Headquarters, f=
BOTANICAL RESEARCH INSTITUTE OF TEXAS - $8,543 1
PATRICIA HARRISON, 509 PECAN STREET, FORT WORTH, TX 76102 |
Environmental Science Youth Mentoring Program ^
The Environmental Science Youth Mentoring Program provides unique opportunities for middle and high ;=
school students to work with professionals in environmental fields and gain experience that will build on their =|
classroom learning. The goal is to provide young people, who may not perceive themselves as college bound, ^
with opportunities to learn about careers in the environment. The program audience is students in grades 8 >
through 12 who have an interest in science, along with sponsoring teachers. The students work with professionals GO
in various community agencies to identify relevant environmental issues. These agencies include the U.S.
Army Corps of Engineers, the Lewisville Aquatic Ecosystem Research Facility, the City of Fort Worth [HJ.I
Environmental Management Department, the City of Fort Worth Forestry Department, the City of Arlington |]JT"
Garbage and Recycling Department, the Village Creek Wastewater Treatment Plant, and the Fort Worth Nature
Center and Refuge.
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DEL VALLE INDEPENDENT SCHOOL DISTRICT - $10,800 T^
SANDRA AGUILAR, 5301 Ross ROAD, DEL VALLE, TX 78617
Project Plantasia
Project Plantasia provides pre-kindergarten through grade 6 inner-city students, parents, and community
volunteers a hands-on and inquiry based outdoor environment. The Plantasia Committee consists of one staff
member from each grade level who manages and oversees the project and its activities. The objectives of the
program are to establish an ecosystem using flowers, shrubs, grasses and trees native to Texas; provide a designated
area for demonstrations, experiments, workshops, observation, and classroom activities; and prepare a garden
and plant sustainable food crops using non-polluting and environmentally safe practices. Through creating,
maintaining, and studying the ecosystem, the students increase their understanding of and respect for the
environment and environmental issues that will confront them in their current and future world.
MOTHERS FOR CLEAN AIR (MFCA) - $9,967
JANE L LAPING, 3100 RICHMOND, SUITE 309, HOUSTON, TX 77098
Ozone Theatre
Mothers for Clean Air (MfCA) trains leaders (college students, young adults, parents, and educators) to present
"OzoneTheatre" in classroom-type settings to kindergarten through grade 5 students in the Houston-Galveston
area. "Ozone Theatre" helps children gain a better understanding of pollution and empowers them to make
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decisions that protect their health. The objective is to teach children about specific sources of air pollution and [Im
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| TEXAS DISCOVERY GARDENS - $10,000
g MARY C. SCHOEFFEL, PO. Box 152537, DALLAS, TX 75315
|i Terrarium World Elementary-Aged Environmental Education
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Utah S
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CENTER FOR GREEN SPACE DESIGN - $20,000
CHRISTIE OOSTEMA, 311 SOUTH 900 EAST, SUITE 201, SALT LAKE CITY, UT 84102 |
West Capitol Hill Environmental Education [EE] Project: A Community-Based EE Effort 1
The Center for Green Space Design (CGSD) conducts environmental education programs related to green ^
space design and development in the West Capitol Hill subdivision of Salt Lake City to adult community 51
members. Working in partnership with the City of Salt Lake and Utah Division of Water Resources, CGSD 2
delivers classes through community meetings and training classes so that local residents learn about the various §
environmental impacts they may face during the West Capitol Hill Development Project. These impacts may §P
be environmental- and health-related, such as resource management, water quality, and sewage. CGSD also ^
trains residents to understand the city's process on open space design and resource management. This training
allows residents to articulate and prioritize their vision of the community during the development's planning hfll
phase, while teaching them how to become better stewards of the local environment. jzi:
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NATIONAL ENERGY FOUNDATION - $10,000 TjTI
ROBERT POULSON, 3676 CALIFORNIA AVENUE, SUITE A117, SALT LAKE CITY, UT 84104 r-p
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Energy Efficiency and Clean Fuels for Utah Driver Education Program
The National Energy Foundation (NEF) is partnering with the Utah Department of Air Quality, Salt Lake
Clean Cities, and the Utah Society for Environmental Education to conduct a pilot program to educate students ]jT
in driver education classes on issues related to air quality and transportation. Teacher training is provided to
high school driver education teachers. Teachers are instructed to conduct inquiry-based educational programs
related to air quality and transportation. Students evaluate issues in community and personal transportation,
including maintenance and usage, as well as regional economy, public health, the environment, and homeland
security.
ZION NATURAL HISTORY ASSOCIATION - $10,000
EILEEN SMITH, ZION NATIONAL PARK, SPRINGDALE, UT 84767
Diversity in Environmental Education and Protection [DEEP]
Project DEEP (Diversity in Environmental Education and Protection) is a partnership between the Zion Natural
History Association and the Zion Canyon Field Institute. Under the grant, Project DEEP conducts English as
a Second Language (ESL) environmental education programs in local schools and at local adult literacy programs.
Project DEEP also provides community training programs. Training uses an inquiry-based education curriculum
and discussions of multi-faceted environmental issues that affect the participants' community. Students and
participants learn how to develop various solutions to complex environmental issues and take steps to complete
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environmental projects. l-p-i
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Uermont
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Uirginia
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EARTH FORCE, INC.-$23,200
VINCE DAVID MELDRUM, 1908 MT. VERNON AVENUE, 2ND FLOOR, ALEXANDRIA, VA 22301 |
Virginia GREEN: A Watershed Studies Program for Science Educators 1
Virginia Global Rivers Environmental Education Network (GREEN) focuses on training science educators in ^
grades 4 through 8 in Northern Virginia. Educators participate in Virginia GREEN workshops to develop new 51
skills, gain a deeper understanding of watershed and water monitoring issues, diversify teaching strategies, and 2
form lasting relationships with community environmental partners. Each area of development contributes to a §
teacher's ability to instill critical thinking and leadership skills, which are necessary for the future care of natural ^
resources. The middle-school students participate in stewardship projects that involve the Lower Potomac ^
watershed by applying their knowledge and understanding of environmental science concepts.
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NEWTON MARASCO FOUNDATION - $9,443
DEBI MCGHEE, 9302 LEE HIGHWAY, SUITE 500, FAIRFAX, VA 22031
Bringing Environmental Science from the Classroom to the Field LilJ
The Newton Marasco Foundation, in Partnership with Central High School, St. Croix, U.S. Virgin Islands, L]~|
conducts an environmental education program for students in grades 11 and 12. The grant supports projects
to educate students about the wetlands of St. Croix and develops their commitment to environmental stewardship.
Students conduct field studies and study the impacts of land use decisions. Experts teach students how to study ]jT
wetlands and act as mentors. The foundation provides guidance, curricular materials, leadership, naturalist ^^
experts, and incentives (including course credit) to enable students to complete and continue this study of the lijj
environment. pjT
NEWTON MARASCO FOUNDATION - $9,854 Oil)
DEBI MCGHEE, 9302 LEE HIGHWAY, SUITE 500, FAIRFAX, VA 22031 |fjl
Field It: Bringing Environmental Science from the Classroom to the Field l|nj
The Newton Marasco Foundation augments existing environmental curriculum for students in grades 11 and yzz^
12 by providing hands-on, real-life workshops, field trips, guest speaker programs, and three college scholarship LiLlj
opportunities. Students of Loudoun Valley High School in Virginia learn about water quality issues, critical |]jjl
ecosystems and wetlands management, forestry, plant studies, land use, and land revitalization. The classroom
activities and field studies encourage critical-thinking skills and environmental stewardship practices. The
program raises awareness, passion, and interest in environmental issues, which encourages students to pursue I pin
environmental studies and careers. --I
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ROCKBRIDGE COUNTY PUBLIC SCHOOL - $1 0,000 |T=[|
ALICE MOORE WADDELL, 1972 BIG SPRING DRIVE, LEXINGTON, VA 24450 T-'
Sustainable Living for All Times j-I
Sixth-graders at Maury River Middle School are trained as student leaders who are grouped in learning teams. LI] |
Together, the teams develop a model for a sustainable living community, illustrating sustainable living practices.
The students share the model with participating students in grades 1 through 6 and the public to raise awareness
of the human impact on natural resources. Students investigate and understand their own impact on natural |Lf]
resources to become citizens who practice sustainable living as well as life-long environmental stewardship. ITZ-I
Before the project is in the schools, all teachers involved attend a 1-day workshop at Boxerwood Nature Center '11
to acquire the science content they can use in their classrooms to reinforce environmental education. [Im
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I Washington
^ PUGET SOUND ACTION TEAM, PORT TOWNSEND MARINE SCIENCE SOCIETY - $10,000
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ANNE MURPHY, 532 BATTERY WAY, PORT TOWNSEND, WA 98368
Port Townsend Marine Science Center Discovery Lab Monitoring Program
iS Under this project, additional laboratory equipment is provided for a hands-on sea water research and science
s laboratory project conducted by the Port Townsend Marine Science Society (PTMSS). The project is a
g collaborative effort with the Olympia Region Harmful Algal Bloom Partnership and the Hood Canal Dissolved
§ Oxygen Program. This additional equipment allows the laboratory to participate in two local research projects
m to collect data on harmful algal blooms and dissolved oxygen in Hood Canal. Members of PTMSS train
o teachers, students, and local volunteers to use the monitoring equipment. The monitoring that is undertaken
is grade appropriate at all levels and includes inquiry projects initiated by individual students. Other activities
I TjpTl funded under the grant are teacher training on monitoring and remote sensing techniques, site visits for students,
and pre- and post-field trip classroom activities.
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Up] FRIENDS OF THE CHEAT, INC. -$5,175
jj=n DANIELLE ADAMS, 1 1 9 SOUTH PRICE STREET, SUITE 206, KINGWOOD, WV 26537
Structuring Friends of the Cheat's Education Initiatives
*~ 1 1 The Friends of the Cheat's (FOC) current educational initiatives that involve acid mine drainage (AMD) are
Tjll structured under this project. AMD is a result of mining practices by the coal mining industry that occurred
from the early 1900s and polluted streams in north-central West Virginia. FOC works with educational
L-UI professionals to promote and implement initiatives that raise awareness about AMD. Awareness is raised by
development of a flyer and Web site that describe the educational opportunities FOC offers as well as school
instruction and outdoor educational activities, including interpretive watershed tours. These initiatives are
shared with elementary, middle, and high school children (including home-schooled children); Girl Scout and
4-H groups; and civic groups. This project leads to concerned, educated citizens who become active and
involved in community watersheds and the quality of the water.
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See page 7 for a profile of a grant awarded to the University of Wisconsin-Madison Arboretum by EPA f=
Headquarters, |
ROCK RIVER COALITION -$5,090 |
SUZANNE WADE, PO. Box 1 41 , WATERTOWN, Wl 53094 ^
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A Rain Garden in Every Community <=
The Rock River Coalition installs rain gardens at schools and other community locations. A rain garden is a =|
native plant garden that receives rain from a roof or paved area, allowing the water to soak in instead of flooding ^
off. With these gardens, the coalition educates youth, adults, and community leaders about the concerns of >.
storm water runoff and groundwater recharge. Teachers are trained on storm water concerns and educate ^
students both in the classroom and at demonstration sites.
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WISCONSIN CENTER FOR ENVIRONMENTAL EDUCATION - $9,975 [in
SUSAN ERMER, 403 LRC, WCEE, WE-SP, STEVENS POINT, Wl 54481 =
Wisconsin Puerto Rico Environmental Exchange Project
Teachers from Puerto Rico and Wisconsin participate in an exchange program to expand their knowledge about
environmental education. Through the Global Environmental Teachings program, teachers participate in
workshops, tours, and lectures about island ecology in Puerto Rico and temperate ecological communities in
Wisconsin. Puerto Rican teachers visit several Wisconsin sites, including the Northern Great Lakes Visitor I L|
Center in Ashland, take a natural history interpretive hike at Copper Falls State Park in Melon, and take a boat
tour of the Apostle Islands National Lakeshore that begins in Bayfield.
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