Establish a roots and Shoots groups through Primary and secondary schools Establishing a tree planting program-Nursery and distribute seedlings free of charge to schools and parents of the Member group. -Select a steering committee and an executive committee for day to day activities. -Prepare a plan, budget, and an action plan, prepare Monitoring and Evaluation and report writing.
The trip was a success! We worked with scientists from the Center for Marine Research (University of Havana), and learned about and helped with coral reef monitoring. We learned basic methodologies used for monitoring the health of the reefs. We also helped out at an organic farm that specializes in medicinal plants like aloe and turmeric. In addition, myself and two other students presented to a marine conservation group in a small community called Cocodrilo. We spoke about environmental issues and tourism in Tampa Bay, and then their group presented to us.
Make budget-free mosquitoes traps
My project will seek to raise pollinator awareness through education. I will make t-shirts and posters that encourage helping pollinators through certain actions. We will encourage planting of milkweed and other helpful plants. We will ask others to commit to boycott pesticides and non-organic planting. If we put together our creativity and compassion we can make a difference.
Hong Kong S.A.R., China
1) Research the condition of the animals living in Sai Kung country park. through field trips, expert interviews and litter surveys 2)Raising awareness of habitat loss in the Sai Kung country park. We will visit other schools to share our findings through presentations, powtoons and workshops. 3)Enlighten Hong Kong Academy School community about our issue We will inform our own peers at school about our reserch and share our findings.
Volunteer manpower, information, or any other form of assistance useful in the effective implementation of wildlife conservancy programs. Through the support of civil society we hope to put checks and balances on already existing wildlife management authorities. We intend to see that executive, judiciary and legislature fully carry out their mandate and enforce the newly enacted wildlife protection laws. We also intend to rally support for wildlife friendly legislation and demand the swift prosecution of poachers. Any conservancy groups or friends of animals that want to contact us or support us can do so via sending an email to firstname.lastname@example.org for more information.
As a classroom project will will first clean up the trash and remove the weeds. We will rejuvenate the soil with potting soil and manure. We will plant tomatoes, lettuce, beans, peppers and other vegetables purchased trough a R&S mini-grant. The school and visiting members of the community will a beautiful garden with fresh organic food growing in place that was turning into a dump site.
https://docs.google.com/presentation/d/16_2T8l53Jik8U87L_R5XcemuCCgLoLrfBqix-WvNjSI/edit?usp=sharing The link above provides direct navigation to our opensource Google Slides where we summarize and present our project findings. Thank your for your time and interest!
Through a step-by-step differentiated and scaffolded process, students will learn how they can design and create art as a way to give back to our community. The project will foster a high-level of independent student engagement across academics (e.g. ELA - sequencing; informational flyers), social and pre-vocational skills (e.g. cooperation), and activities of daily living. Our FUNctional Garden Art project involves a series of classroom activities and instructional trips: - Plan and gather materials - Brainstorm designs and make drawings - Create four, 20 gallon planters using paint, paper cut-outs, and mixed media (at a working community garden) - Complete designs and add glow in the dark paint - Go to a local New York Restoration Project Garden (NYRP), a smaller symmetrical formal garden where the planters will be installed, to layout where and how we will place them - Go to a car restoration shop to learn about industrial processes and enamel the planters, to make them weather-proof - Create hand-made flyers and invitations to publicize our art installation opening and NYRP garden party - Take a walking trip to distribute/hang our flyers at all of the community places we have been to throughout the year (e.g. laundromat, grocery); send to a local blog - Have an Art Installation Opening Garden Party at the NYRP Garden to give back and celebrate Students are working in various group configurations. For instance, as there are 8 students and 4 planters, students work in pairs and then switch partners and planters for the additional creation sessions. This allows them to build upon each other’s ideas while maintaining the motif already initiated. Students are also working in small groups to set-up and clean-up for each session as well as for making hand-made invitations and flyers. As a whole group, students will enamel the planters, plan the layout/placement of the planters at the NYRP garden, distribute flyers to the numerous community places we have been to throughout the year (e.g. Laundromat, grocery, post office), and celebrate together at our art installation opening garden party. Throughout the project students will develop social skills by helping each other, respectfully re-directing their classmates, and taking responsibility for their own choices and actions. Students are justifying the decisions they make in relation to their design plan and the materials they choose. Questioning is occurring on a variety of levels, such as, why is it important to contribute to the community by beautifying a public garden (?), how to protect the planters from weather and make them more durable (e.g. enameling)(?), what do we need to publicize our art installation opening (e.g. invitation/flyer)? Our class is currently growing herbs and flowers as part of our related gardening project at a local working community garden. Students will need to synthesize our gardening project and the planter art project by using the herbs and flowers to fill the planters. During the art installation opening at a NYRP public garden students will be asked to describe and self-critique their process and product. In terms of evaluation, students have checklists for each component of the project. The teacher will evaluate the students using a teacher-created Group Work Rubric, work-sample analysis, and a cross-disciplinary Developmental Continuum.
We will build the raised bed and prep the garden with compost materials, soil and manure. The girls and children in Roots and Shoots will plant seedlings for the gardens that they will care for in their own homes. We will dissect seeds and make observations under a dissecting scope. They will journal the various stages of the seed as it grows into an edible plant. Once the plants are mature enough we will add them to the garden where the children can continue to make observations and journal. Once the plants become well established we will offer lessons on making herbal teas and cooking with herbs and vegetables from the garden.