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We contacted Hose2Habitat to ask for help connecting with zoos and then met with Hose2Habitat and zookeepers from Cape May Zoo and Elmwood Park Zoo, which are close to our community in North Wales, PA. We will work with Hose2Habitat and keepers to identify needs of the animals and use STEM and other skills to create solutions by recycling items to keep them out of landfills. We will know if we are successful if the animals like and use what we make. The keepers at the zoos will tell us when the items we make are in with the animals and we can take pictures and videos to share with Roots and Shoots.
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In September of 2014, New York City Mayor Bill de Blasio announced a major investment in solar power in the NYC public school system. As part of the Mayor’s ‘One City, Built to Last’ green buildings incentive, 24 solar energy installations would be funded and installed in selected public school buildings. According to his proposal, the benefits would be significant: “The planned 6.25 MW of solar power at these 24 installations will result in a reduction of more than 2,800 metric tons of greenhouse gas emissions a year, the equivalent of taking over 600 cars off the road every year. The solar installations will be paired with an environmental curriculum plan, including dashboards and web portals where students can track in real time what the systems are generating and the amount of emissions that have been offset, and undertake related analyses of the systems’ impacts.” (http://www1.nyc.gov/office-of-the-mayor/news/457-14/mayor-de-blasio-major-solar-investment-city-schools-key-component-new-green#/0) My Roots & Shoots Project will build on Mayor de Blasio’s incentive and consider what it will take to turn the Churchill School & Center, an independent K-12 school for students with language-based learning disabilities in New York City (where I am currently a Junior), into a solar energy powered educational facility. In order to do this, I will examine and assess the viability of Churchill “going solar”, and becoming a state-of-the-art solar panel model for other schools to follow. The questions I hope to answer are: • Why should Churchill go solar? • What will it take for Churchill to install solar panels? • What will it cost for the purchase and installation of solar panels? • What is the timeframe? • What will Churchill gain by going solar? I will organize a symposium for the students and teachers of the Churchill High School. I will invite two solar energy specialists to discuss the benefits of solar energy as well as the actual installation of solar panels into a building like the Churchill School and Center (301 East 29th Street, NY, NY 10016). The first speaker will address the issue of solar energy as it relates to both our immediate environment as well as our planet. This speaker will address the “controversy” some people insist surrounds the issue of climate change. The second speaker will be a certified and licensed solar contractor who will conduct a hands-on training session in which the concepts presented by the first speaker will be put into practice. This hands-on training session will involve actual one-on-one building practices in order to truly engage a room full of (possibly apathetic) high school students. The contractor will actually teach us how to build and install a solar panel! The benefits of solar energy have been scientifically proven and documented. These benefits are vast, far-reaching and, at this moment in time, critical for the well-being of the Earth. As reported in the 2016 Energy.gov report, the benefits of solar energy include environmental advantages such as the preservation of our natural habitats, the reduction of our carbon footprint, and the reduction and eventual elimination of climate change. Additionally, there are economic benefits such as the creation of new jobs. Currently, solar power accounts for approximately 1% of our nation’s power, but as the cost for fossil fuels increases, and the price for solar panels decreases, solar energy could be the solution, even for people who don’t want to see the problem. (https://www.eia.gov/energyexplained/index.cfm?page=electricity_in_the_united_states). I hope that my Roots & Shoots project educates the students, teachers, and administrators at the Churchill High School in New York City of the importance of solar energy by removing the mystery surrounding solar panels. Additionally, I hope my project inspires Churchill to play an active role in joining those schools in New York City who have already received solar panels, as well as those who are scheduled to receive them. Finally, it is my great hope that my Roots & Shoots project inspires the next generation of solar energy activists.
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We will be making 10 meals for 50 homeless veterans living in transitional housing in Enphront, Atlantic City, NJ. There are 10 houses in which approximately 5 veterans live. This project will fund the cost of putting together a full course meal for the five veterans in each house. Each bag will contain 2 boxes of pasta, one jar of spaghetti sauce, one jar of dressing, a fresh salad, a loaf of Italian bread, homemade meatballs, and a pie or a cake.
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Our project will inspire the young generation to engage in recycling and a more sustainable way of living. Through placing recycling bins within each one of our classrooms, we will highlight the importance of conservation and encourage students to protect our environment for many years to come. As they adapt to a sustainable lifestyle, they will enhance the alarming condition of our planet and become influential leaders who inspire other individuals to do the same. By receiving this mini-grant, our group will have the opportunity to make a strong and life-changing impact towards our campus and student body as a whole.
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Our goal at MBES is to feed the hungry of Oconee County! Our school has an overarching theme of sustainability, and our third grade is in charge of "feeding" the garden with nutritious compost. We are trying to get all of our school involved in that process so that we can create an efficient process to compost with materials that we use everyday.
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Our map will be published we will post the web access in the final evaluation
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Our project will provide raised beds for our students to engage in organic gardening. This project will also continue into the summer and include educational opportunities for our students and their families. We plan to work with our Master Gardens in our community.
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We started with a dream. Then we asked for community ideas. And now we are mid-dream! A local alternative education program has a horticulture and landscaping program, and they helped design the space and gave us ideas for plantings. The idea turned into reality when we marked off the space using t-posts, multi-colored yarn, and a measuring tape. We had help from a co-worker with a backhoe to pull up the sod in the southwest, southeast, and northeast quadrants. A farmer had some nutrient rich soil he brought for those areas. We ask for donations of seeds of any kind to plant in our space, and we received a plethora of vegetable seeds, cover crops, bedding plants, and vegetation to plant. We started planting in the northeast where the vegetables would grow because we knew those seeds would need time for germination. While we waited to see little green sprouts emerge, we used some of the bedding plants and vegetation to plant around our building. We also researched pollinator plants, bees, butterflies, and birds so we could learn what would be best to plant in the southwest quadrant. It was late in the spring so we decided to wait until the fall to actually plant the correct plants. We want to plant our native grasses in raised beds with some walkways around the beds. Our research is taking a little longer than we originally planned, so we have only built the frame for the raised beds, but haven't planted anything yet. We have constructed this space with mostly donated items: cedar logs cut down on land that was being developed for new housing serves as our border; pea gravel scooped up from an elementary school's playground when the school was getting a different type of ground cover; tree stumps for chairs; bird feeders from community friends; outdoor furniture from a local women who was moving; and, a headboard from a twin bed that was on the curb to be taken to the city landfill (we are using the headboard as a trellis for some ivy plants). The landscape and horticulture program instructor gave us a few red wigglers (worms) to start our vermiculture project. We have grown a lot of worms, and have made a vermiculture habitat as part of our overall project. Next to the vermiculture tube is our composting area where we take our fruits, vegetables, and coffee grounds every day. Even our friends in a neighboring business have been bringing their food waste for our compost pile. Inside our building we are recycling paper, metal, glass, cardboard, light bulbs, and batteries. Our dream is becoming a reality only because we have students, parents, colleagues, and other community people helping. The picket fence along the east border of our garden was painted by some college students in the summer. We've already harvested some tomatoes, okra, kale, cucumbers, watermelon, and melons. Our production is large enough yet to share with the schools, but we don't let the produce go away - we fix snacks and lunch!
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Students will use environmental DNA (eDNA) to monitor populations of endangered and threatened species located within the Raccoon Creek watershed of Paulding County (Dallas, GA). Initially, a minimum of 100 students will have an opportunity to work directly with several community partners to study the biodiversity and environmental significance of this prominent waterway. However, this project proposal represents the first step in a large-scale partnership. Thus, this project would eventually benefit the entire Paulding county community. The mini-grant will be used to purchase supplies and reagents needed to perform eDNA analyses and would also greatly defray the cost of other monitoring equipment needed for the start of this project. The equipment and eDNA samples will be used in successive years and would therefore benefit additional students in the future. The overall goal of this project is to provide students with an authentic learning experience with real-world applications.
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It will do education about Peace for all the children from toddlers up (and even older infants) at the school, and their parents, and then for preschool/preK children and up age appropriate education about refugees will happen over the following month and a half, with a stuffed animal drive happening to allow the students and families at the school to do something to help, and then a speaker from UNICEF telling the children how participating in Trick-or-Treat for UNICEF really makes a difference and as a school we engage in participation in that campaign, collecting the UNICEF boxes on Nov. 1 and 2nd here and making the donation as a school, and then celebrating what we have accomplished.

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