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· A Grant Proposal of Eco-Practices
in School Settings
by
Dana C. Showers
A Grant Proposal Project Report Submitted in Partial Fulfillment of the
Requirements for the Master of Science Degree
in
Education - Professional Development
Approved: 2 Semester Credits
Dr. Alan Block
The Graduate School
University of Wisconsin-Stout
April 22, 2010
The Graduate School University of Wisconsin-Stout
Menomonie, WI
Author: Showers, Dana C.
Title: A Grant Proposal of Eco-Practicesfor School Settings.
Graduate Degree/ Major: MS Education
Research Adviser: Alan Block, Ph. D.
MonthrYear: May, 2010
Number of Pages: 24
Style Manual Used: American Psychological Association, 5th edition
ABSTRACT
The Benton School District is making a fundamental commitment to protect the
envirorunent through the continuous improvement of our energy performance while saving our
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school district money. We believe that a district-wide energy management approach will help us
enhance our financial health and aid in preserving the envirorunent for future generations. Our
Grant Goals are: the members ofBHS Go Green Committee will determine the extent of the
school's CUiTent carbon footprint; the members of BHS Go Green Committee will survey
findings to identify areas of weakness in school, make recommendations to improve our school's
carbon footprint, and create recommendations for school policy; the members of BHS Go Green
Committee will develop a school awareness program; and they will evaluate the effectiveness of
the school initiatives based on additional surveys and findings.
This grant will help us purchase and install carbon efficient hand dryers in our schools to
reduce the waste created by paper towels. Grant activities will be evaluated through online
surveys to help graph the school's progress of becoming more energy efficient and
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environmentally aware in hopes to decrease our school's carbon footprint. We will disseminate
information through our school newsletter, the school and village websites, through local media,
monthly workshops, and through district wide events and assemblies.
The Graduate School
University of Wisconsin Stout
Menomonie, WI
Acknowledgments
IV
I would like to show my gratitude to all of the students who participate in BHS Go Green and
make it their goal to treat every day as e31th day. More specifically, to Megan O'Connell and
Tory Wetter who have shown me that true passion can accomplish things we never thought were
possible. Finally, it is an honor for me to have worked with my advisor, Dr. Alan Block, who
has given his time and advice to make this grant possible.
TABLE OF CONTENTS
ABSTRACT
Chapter I: Introduction
Statement of the Problem
Purpose of the Grant Proposal
Assumptions
Definition of Terms
Methodology
Chapter II: Literature Review
Statement of the Problem
Pwpose of the Grant Proposal
Assumptions
Definition of Terms
Methodology
Environmental Education
Companies the Support Environmental Education
Calculating Benton High School's Carbon Footprint
Reducing Benton High School's Carbon Footprint
Summary
Chapter III: Project Goals and Objectives
Goal 1
Goal 2
Goal 3
Goal 4
Chapter IV: Project Methodology
Action Plan and Timeline
Grant Project Timeline Table
Evaluation Plan and Tools
Dissemination Plan
Budget
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References
Appendix A: Cover Letter
Appendix B: Official WEEB Cover Page Form
Appendix C: Project Evaluation Tools
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VI
Chapter I: Introduction
Every day, people make choices that affect the health of the planet and each other. We
choose to drive a car or take the bus to work. We choose to throw paper away or recycle it. We
choose to ignore the litter we walk by in the park. Sometimes people are not even aware of the
decisions they are making, and how these decisions truly affect the health of their environment.
BHS Go Green is committed to making good choices every day and does their part to
keep the earth healthy. Part of this choice is to help others become aware of the impact they
have on the environment and how to reduce the amount of waste they create. By applying for
the WEEB grant, members ofBHS Go Green will help reduce the carbon footprint of the school
while helping students; staff and community members learn more about green living.
Statement of the Problem
In a few short years, the upcoming generation will determine the fate of this planet. One
of the main focuses of educating today's youth is to prepare them to take an active part in
resolving conflicts and problems in order to create a healthier environment: an ever growing
problem that we live with and work in every day. "Kids, like most of us, will learn about the
things that attract and excite them." (Wheeler, 2009) But how can they become informed,
engaged and energized to promote change, to make personal lifestyle adjustments and to
encourage their friends, families and schools to do the same? It is incredibly important that
teachers help educate their students on how to cope with, and better yet change these
environmental problems by incorporating it into their cuniculum planning and school activities
in new and exciting ways. Activities such as "Environmental Education Projects" (Gough, 2003)
2
can teach students many activities to help them be more earth conscience, such as the importance
of conserving water and electricity, or reducing the amount of waste that we create.
Our teachers' mission should be to help children develop a connection to the environment
through both learning and experience.
"Children ... should be schooled in the knowledge and values that will allow them to live sustainably. This requires environmental education, linked to social education. The former helps people to understand the natural world, and to live in harmony with it. The latter imparts an understanding of human behavior and an appreciation of cultural diversity" (lUCN/UNEP/WWF, 1991, p. 53)
For example, teachers can teach the principles of zero-waste within the domain of the classroom,
how to make eco-friendly cleaners out of vinegar and water, or even how to calculate the carbon
footprint of his or her trip to school. On a greater scale, teachers' can help their students
understand the importance of a school wide composting or recycling program, or even help them
start one up. Regardless of budget or setting, there is a lot every teacher can do to inspire their
students to make their classroom, school or home a little greener.
Teachers and administration can take these important learning tools and concepts one
step fUlther by trying to become a Green School or LEED school. A green building is "the
practice of creating healthier and more resource-efficient models of construction, renovation,
operation, maintenance and demolition". (Lieberman, 1998) Proponents say that green building
is not only environmentally friendly, but also healthier and more cost-efficient. According to the
U.S. Green Building Council website, LEED schools are schools that are designed and built
using strategies aimed at improving perfOlmance across all the metrics that matter most: energy
savings, water efficiency, C02 emissions reduction, improved indoor environmental quality, and
stewardship of resources and sensitivity to their impacts. Schools that meet the standards of
Green or LEED schools have set the bar incredibly high to demonstrate how their students' can
become more environmentally aware and take a greater approach to reducing their school's
carbon footprint.
3
Becoming more "green" in our classrooms and schools not only helps put a positive
change on our ealth's environment, but also helps to enhance our students' performances in the
classroom. Schools that help reduce their carbon footprint are healthier for kids and conducive
to their education. Numerous studies have demonstrated direct benefits to student health and
performance. For example, daylight improves performance; good indoor air quality improves
health, acoustics increases learning potential, comfortable indoor temperatures increase occupant
satisfaction. (Lee, 2002) These schools are also better for teachers because they have good
acoustics in classrooms ensure that teachers can be heard without straining their voices, everyone
in the school will benefit from daylight and access to views, and research indicates that teachers
are happier when they have the ability to control their environments. Healthy, happy teachers
save schools money. Green schools commonly repOlt reductions in teacher absenteeism and
teacher turnover, which amounts to huge savings during the lifetime of a school. (Lee, 2002)
The impact that environmental education has in the classroom is quite positive and
cannot only improve the awareness of our students, but also the fate of our environment.
" ... programs of environmental education in the formal education service ... are indeed playing a
significant role both in the development of peoples knowledge and understanding of the
environment and in their formulation of attitudes and feelings of responsibility towards it."
(Palmer, 1998) By educating them now, we can show them how small changes in our daily lives
will stalt making a large impact on our future.
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Purpose of the Grant Proposal
The purpose of this grant is to help our students and staff develop a connection to the
environment through both learning and experience. More specifically, we want to reduce the
carbon footprint of Benton High School by installing carbon efficient hand dryers to replace our
paper towel holders. These hand dryers will reduce the amount of waste produced by the school
and we can use the money we save from not buying paper towels to enhance other areas of the
school. During this process we hope to incorporate a more environmentally based curriculum
into our teacher's daily lessons so our students can understand the importance of what this grant
will do for our school.
Assumptions
For the sake of this Grant Proposal, it is assumed that the examples listed to reduce our
individual carbon footprints and the carbon footprint of our school (i.e.: recycling, saving energy,
etcetera) will actually make our environment a healthier place to live. It is also assumed that all
respondents answered the survey questions truthfully and participated in our interviews and
questioning to the best of their ability.
Definition of Terms
BHS Go Green is a student organization at Benton High School with a goal to make
people and students more aware of what they can do to help reduce the amount of waste they
produce. They participate in many green ideas and methods including applying for the WEEB
Grant.
Carbon Footprint is the total amount of greenhouse gases produced to directly and
indirectly support human activities. It is usually expressed in equivalent tons of carbon dioxide.
An individual's carbon footprint is the sum of all emissions of carbon dioxide, which were
induced by the activities one participates in during a given time frame. A carbon footprint is
usually calculated for the time period of a year.
Environmental Education refers to organized effOlis to teach about how natural
environments function and how human beings can manage their behavior and ecosystems in
order to live sustainably. The term is often used to imply education within a K-12 school
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district. It is "a learning process that increases people's knowledge and awareness about the
environment and associated challenges, develops the necessary skills and expertise to address the
challenges, and fosters attitudes, motivations, and commitments to make informed decisions and
take responsible action." (U]'JESCO, Tbilisi Declaration, 1978)
Green is a tenn that means an object that is environmentally sound or beneficial, or a
person who is concerned with the conservation of the world's natural resources and improvement
of the environment. It can also be defined as someone who is concerned with the protection of
the environment.
Green Building is "the practice of creating healthier and more resource-efficient models
of construction, renovation, operation, maintenance and demolition". (Lieberman, 1998)
LEED School are schools that are designed and built using strategies aimed at improving
performance across all the metrics that matter most: energy savings, water efficiency, C02
emissions reduction, improved indoor environmental quality, and stewardship of resources and
sensitivity to their impacts.
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WEEB: The Wisconsin Environmental Education Board is a board of 17 members who
operate an environmental grants program. The unique make-up and mission of the board position
it to provide needed leadership to environmental education while recognizing the importance of
building common purpose and direction among diverse community sectors and stakeholders. It
was established by 1989 Wisconsin Act 299, becoming law in 1990. (Reilly, 1989)
Methodology
The first step of the grant process is to research green or LEED schools in order to give
the members of BHS Go Green ideas of how we can make Benton High School a healthier place
to live and learn. Then, we will conduct surveys with our students and staff to help us determine
what our school's carbon footprint currently is, and what specific areas we need to improve upon.
We will look for areas where the school creates excessive amounts of waste and brainstorm how
to reduce that waste (i.e.: replacing paper towels with carbon efficient hand dryers). Once BHS
Go Green members agree on a project, we will apply for the WEEB grant to help us fund the
project and get started on creating a more environmentally friendly school.
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Chapter II: Literature Review
Environmental Education
Reducing our carbon footprint is something that everyone should become aware of in
order to maintain a healthy place to live and learn. "Educators recommended that environmental
endeavors focus not only on awareness, but also on attitudes, skill development and citizen
participation in environmental problem solving." (Trisler, 1993) Many people are actively trying
to change their bad habits, but most people know very little about how to make environmentally
healthier choices or even where to stal1. By incorporating this knowledge and these skills into
the school curriculum, we can help more people in our conununity become aware of how their
daily living habits affect the planet.
Teachers need to help students become more actively engaged in how they can reduce
their own carbon footprint, and the carbon footprint of their school, as pal1 of their academic
curriculum. " ... environmental learning enhances children's cognitive development; helps
develop problem solving, decision making, and critical thinking skills; and nUl1ures a sense of
stewardship of the environment." (Bouley, 2009) By teaching lessons that incorporate
environmental education, students will become more knowledgeable about healthier habits and
share this knowledge with others in the community.
Companies that Support Environmental Education
There are several companies that work with schools and communities to reduce their
carbon footprint and teach students more about what they can do to help our planet. One such
company is the Wisconsin Environmental Education Board (WEEB) which has helped to
develop K-12 Curriculum and Programs to teach students more about what they can do to help
the environment within their own school schools. WEEB believes that:
Environmental education is a lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, ethical awareness and sensitivity for the relationship between humans and the environment, and commitment to engage in responsible individual and cooperative actions. By these actions, environmentally literate citizens will help ensure an ecologically and economically sustainable environment. (Reilly, 1989)
Another company dedicated to helping schools reduce their carbon footprints is the Earth Team.
The Earth Team is "a collaborative network connecting teenagers, teachers and youth leaders
with numerous environmental, educational, and government organizations." (Buickerood, 2000)
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By using the tools and materials provided by the Wisconsin Environmental Education Board and
The Earth Team, I will work with my high school club (BHS Go Green) members to research
ways that we can incorporate these methods in our school, and figure out which practices will be
the most effective for us.
Calculating Benton High School's Carbon Faa/print
To begin, the members of BHS Go Green will use a Carbon Calculator to find our
school's carbon footprint. A Carbon Footprint is defined as "a measure of the amount of carbon
dioxide produced by a person, organization, or location at any given time." (Orr, 1994). We will
use the current knowledge we have of our school, as well as researched information from
students, faculty and staff. Finally, we will survey students and staff to understand what each
individual contributes to the overall carbon footprint of our school. We will use the findings of
these actions and surveys to determine which area of the school we need to change the most in
order to make the building more environmentally friendly.
Reducing Benton High School's Carbon Footprint
Once we have established how we can make our school more environmentally friendly
and efficient, we will expand on that knowledge with the aid of the Wisconsin Environmental
Education Board. We will stati by incorporating our findings into the students' daily classroom
lives, and fixing different elements in our school. For example: incorporating how to conserve
electricity and stati recycling in the classroom; reducing the amount of paper towel waste in the
restrooms; or creating a compost bin in the school lunchroom. We will do this by providing
workshops for the teachers in our school to help them learn more about incorporating these
activities into their curriculum; as well as a putting on a presentation for the elementary students
demonstrating how they can help "go green" in their classrooms. In addition, we will research
ways to incorporate some of these new ideas into our schools.
Summary
9
Our students, teachers and school will greatly benefit from paliicipating in establishing a
more environmentally friendly school. Besides helping reduce our school's carbon footprint, a
greener school is more cost efficient and creates a healthier learning environment (healthier air,
less clutter, etc.). On average, green schools use 33 percent less energy and 32 percent less water.
If all new school construction and renovations statiing today were designed green, energy
savings alone would total $20 billion over the next 10 years. (Ford, 2007) In addition to
creating a healthier envirorunent to learn in, our students will be able to share their knowledge of
green living with friends, family and other members of the community.
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Chapter III: Project Goals and Objectives
Reducing the Benton High School's carbon footprint is a very big goal. In order to help
us stay on task and make are larger goal more manageable, BHS Go Green has created smaller
sub-goals and objectives to help us stay on task for the duration of our grant process. The
following chapter breaks down these goals and objectives to show how their completion will
result in red ucing our schoo I' s carbon footprint.
Goal 1: Members of BHS Go Green Committee ·will determine the extent of the school's current
carbon footprint.
Objectives:
A. Email survey to all school students and staff (approximately 300 people) to
assess student/staff individual carbon footprint while commuting to school.
B. Use the "Carbon Calculator found on the Earth Team Website:
http://www.earthteam.net/GWCampaignicalculate.html to research and calculate
current carbon footprint of the school.
C. Will analyze data and repOli results to school website.
Goal 2: Members of BHS Go Green Committee will survey findings to:
Objectives:
A. Identify areas of weakness in school.
B. Make recommendations to improve our school's carbon footprint.
C. Create recommendations for school policy.
Goal 3: Members ofBHS Go Green Committee develop a school awareness program.
Objectives:
A. Group members will organize an Earth Day Presentation for elementary
students to introduce methods of improving our school's carbon footprint
in their own classrooms.
B. Group members will organize and present a "Going Green in Your
School" demonstration for the junior high and high school students.
C. Members of BHS Go Gi'een will hold teacher workshops to demonstrate
how they can incorporate "going green" into their every day classroom
cutTiculum.
Goal 4: Evaluate effectiveness of school initiatives.
Objectives:
A. Evaluate school programs through survey.
B. Evaluate teacher workshops through survey.
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Chapter IV. Project Methodology
BHS Go Green wants to do our part to reduce the Benton High School's carbon footprint
and will use the money received from this grant to research and fix problem areas in the school.
These problems may include areas where we are creating excess waste, energy, or other
environmental hazards. We have created a plan of how we will research these problem areas and
will use the findings to determine the best way to spend the grant money. The following chapter
contains information on our timeline, evaluation plans and tools, the dissemination plan, and
budget to demonstrate how we will use this grant money in the most beneficial ways to fix
different areas in our school.
Action Plan and Timeline
PRE-GRANT PLANNING
DATE ITEM
DEC. 2010 Survey Staff & students in order to calculate school's carbon footprint and determine school's areas of need.
DEC. 2010/ Determine focus of grant and amount of money needed to determine if JAN. 2011 the school will need a mini, small or large grant from WEEB
JAN. 2011 Develop project narrative and budget summary
FEB. 2011 Submit Grant Proposal to Wisconsin Environmental Education Board
MAR/APRIL Agency reviews proposal
2011
MAY. 2011 Anticipated grant letter
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GRANT PROJECT TIMELINE
DATE ACTIVITY
JUN. 2011 Anticipated start date
SEPT. 2011 Develop School Awareness Program. Develop teacher and student program goals.
OCT. 2011 JH/HS Presentation presented by BHS Go Green Organization to state goals of grant and what we are trying to accomplish within the school.
NOV. 2011 Begin monthly teacher workshops about how to incorporate environmental education into their class curriculum.
Implement any system or strategy previously determined to reduce DEC. 2011 school's carbon footprint (for example: install Ts lights in the
classrooms, or install hand dryers in washrooms, etc.)
APR. 2011 Earth Day Learning Opportunities/School Assembly
MAY. 2011 Post survey to teachers and staff
JUN. 2011 Evaluate survey data, create new goals
JUL. 2011 Disseminate project and survey results: reports to grant agency
Evaluation Plan and Tools
Survey materials for the students and employees in the Benton School District will be
used to determine the overall carbon footprint of the schoo!. Examples of these materials can be
found in Appendix C (pages 20-23). Students and employees will be asked questions based on
how they get to school, how often and what materials they recycle while at school, and other
green habits they may have. Before we start our grant process, students and staff will be asked to
fill out the surveys to help detennine Benton High School's carbon footprint and also which
areas need immediate improvements to use the grant money for. We will also use the survey
periodically throughout the course of the grant to re-evaluate Benton High School's carbon
footprint and what actions can be taken to help reduce it.
14
The first survey shown (pages 20-21) is designed for the elementary students
(kindergarten through sixth grade) and will be used with the help of a teacher for the youngest
groups (K-2) . The second survey (pages 22-23) is designed for Junior High and High School
students (seventh grade through seniors) and also for the staff and employees of the district. We
will give all surveys electronically for convenience, and to reduce the amount of paper waste
surveys create.
Dissemination Plan
With the never-ending struggle to fix the environmental problems we face today, it is
important that we make our students, staff and community members more aware of what they
can do to help reduce their carbon footprint. We will disseminate infOlmation to our community
members through our school newsletter, the school and village websites, as well as the local
media. In addition, information will be shared with our staff through monthly workshops, and to
our students through school assemblies throughout the school year. We will encourage staff and
students to continue to share the learned information through word of mouth. A final repOli and
presentation will be shared with the Benton School Board and submitted to the grant agency by
the project manager.
Budget
I. Personnel
There are no current expenses for personnel.
II. Service/Supplies
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The requested budget for equipment is $4,000. This is the amount to purchase and install 4 hand dryers for the junior high and high school washrooms. The Benton School District uses paper towels in all of the school restrooms and washing areas. Based on an average of 50 users per day in 7 units the annual operating cost of these paper towel dispensers is $2,555. Ifwe replaced each of the paper towel dispensers with a carbon efficient hand dryer the annual use would be lowered to $68.50. The units cost $1,000 each, which includes the installation fees. If we replace four of these paper towel dispensers with these new hand dryer units, the school would save $2,841.36 . This saved money will be enough to cover the majority of the cost of the remaining three desired units. The amount requested for other expenses is $250. This includes paper for flyers and handouts relating to the Go Green workshops and assemblies, as well as other expenses (food, demonstration items, etc.) for those workshops.
Budget Narrative
The Benton School District is requesting the amount of $4,250 to help us staIi to reduce
our school's carbon footprint and help the building become more energy and cost efficient. The
changes we will make to the building have been planned and researched by the high school's
earth awareness group, BHS Go Green. BHS Go Green is implementing monthly staff and
student workshops and/or assemblies to help everyone become more aware of what they can
each, individually; do to make our community a healthier place to live. We are proposing the
amount of $250 be used for flyers, handouts and other materials related to these workshops and
assemblies.
In addition to workshops and assemblies, BHS Go Green has researched how to reduce
the Benton School District's carbon footprint, and has found that the most effective method
would be to replace the paper towel dispensers in all bathrooms and washing areas with carbon
efficient hand dryers. Our school district cannot afford these hand dryers because we have
recently passed a referendum to help us meet our basic school needs and, in addition, have made
drastic cuts in many areas of the school's budget. However, if we can obtain the money to install
these hand dryers in our school, the district will actually save money over time ($2,486.50 per
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dryer annually) . We are requesting the amount of $4,000 to purchase and install the first four
hand dryers and will use the money saved in the first year to purchase an additional three hand
dryers. We will use the annual money saved from these hand dryers to change other areas of our
school to make them more environmentally friendly as well.
References
Bouley, Theresa. (2009) . The Sky is Falling: An Examination of Ways to Heighten
Young Children's Awareness of Environmental Issues that Result in Increased
Feelings of Self-Efficacy Rather than Disempowerment and Fear. New England
Journal of Environmental Education. April 2009, 1-17.
Buickerood, Abel. (2000). About Us. Earth Team. Web. 15 April 2010.
http://www.earthteam.neti
Cole, Tim. (2010). Green Building Research. u.s. Green Building Council. Web. 20
April 2010. http://www.usgbc.org
Ford, Alan. (2007). Designing the Sustainable School. Chicago, IL: Images Publishing.
Gough, Noel (2003). Thinking Globally in Environmental Education: Implications for
Intemationalizing Curriculum Inquiry. In William F. Pinar (Ed.), international
Handbook of Curriculum Research (53-72) . Mahwah, New Jersey: Lawrence
Erlbaum Associates, Inc.
IUCN/UNEP/WWF (1991). Caringfor the Earth: A Strategy for Sustainable Living.
Gland, Switzerland: IUCN.
Lee, 1. C. K. and Williams, M. (2002). Researching Environmental Education in the
17
School CUlTiculum : An Introduction for Students and Teacher Researchers.
international Research in Geographical and Environmental Education. 10(2),218-244.
Lieberman, Gerald A. and Hoody, Linda L. (1998). Closing the Achievement Gap: Using
the Environment as an integrating Context for Learning. San Diego, CA: State
Education and Environment Roundtable
Mueller, Michael P. (2009). Educational Reflections on the "Ecological Crisis" :
EcoJustice, Environmentalism, and Sustainability. Science & Education. 18(8),
1031-1056.
OIT, D. W. (1994) Earth in mind: On education, environment, and the human prospect.
Washington, DC: Island Press.
Palmer, Joy A. (1993). Development of Concern for the Environment and Formative
Experiences of Educators. Environmental Education, 24 (3), 26-30.
Palmer, Joy A. (1998). Environmental Education in the 2rl Century: Theory, Practice,
Progress and Promise. New York, NY: Routledge.
Ramsey, John M. (1992). Environmental Education in the K-12 CUlTiculum: Finding a
Niche. Journal of Environmental Education. 23(2), 35-45.
Reilly, Kevin. (1989). Our Mission. The Wisconsin Environmental Education Board.
Web. 15 April 2010. http://www.uwsp.edu/cnr/weeb/about/mission.htm
Scott, W. and Oulton C. (1998). Environmental Values in Education: An exploration
of its role in the school cUlTiculum. Journal of Moral Education. 27(2), 209-224.
Trisler, Carmen. (1993). Global Issues and the EnviroJUnent. Clearinghouse for Science,
Mathematics and Environmental Education, 1(2).
Wheeler, Die. (2009) Making a Circus for a Fragile Planet. Netv England Journal of
Environmental Education. August 2009,1-4.
18
December 7,2009
Ms. Ginny Carlton Administrative Specialist
Appendix A: Cover Letter
Wisconsin Environmental Education Board l10B Trainer Natural Resources Building University of Wisconsin - Stevens Point 800 Reserve Street Stevens Point, WI 54481-3897
Dear Ms. Carlton-
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The Benton School District is excited to submit a proposal to the Wisconsin Environmental Education Board requesting a small grant of $4,250 in funds to suppOli our district goal of reducing our schools' carbon footprint. We are making a fundamental commitment to protect the environment through the continuous improvement of our energy performance while saving our school district money. We believe that a district-wide energy management approach will help us enhance our financial health and aid in preserving the environment for future generations.
Our High School organization BHS Go Green is determined to make our school more energy efficient while teaching our students, staff and community members' simple actions they can take to reduce their unique carbon footprints. Through the agenda of this grant BHS GO Green will determine areas of energy improvement within our schools, aid our teachers on how to incorporate environmental learning into their curriculum, and help our students understand how their actions impact our environment.
As the first step in the goal of reducing our schools' carbon footprint, with your support we propose to replace our schools' paper towel dispensers with carbon-efficient hand dryers. By doing this our school will save $2,486.50 annually and reduce its carbon footprint by 3375 lb/C02. It is our hope that this is the first step of a long journey of making our schools a great example of green living.
Thank you for your consideration of this proposal. Please feel free to contact me to answer questions or provide fUliher information by email: [email protected] or phone: 608-759-4002 .. We look forward to working with you on this important initiative.
Sincerely,
Dana C. Showers Project Director BHS Go Green Advisor
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Appendix B: Official WEEB Cover Page Form
GENERAL EE GRANT PROGRAM COVER PAGE
Administering Organization Mailing Address (Street, City, State, Zip)
BHS Go Green, Benton School 41 Alma Street, Benton, WI 53803 District
Eligibility: Corporation (nonstock , nonprofit) or public agency (check appropriate box).
IEl Public School District 0 "Friends" Group 0 Municipal Govemment o Service Club
o CESA 0 Conservation organization 0 State Agency o Youth Organization
o College/University 0 Nature Center/Museum/Zoo 0 Tribal Government 0 Labor Union
o Cooperative Extension 0 Professional association 0 Lake district o Other (Specify)
WiSCOIISill Nonprofit Corporation Number or LEA ID Number (Please do not use federal non-profit number or federal employer identilication number). 255.330
Project Director/Contact Person Daytime telephone area code/number Fax area code/number Email
Dana C. Showers 608-759-4002 608-759-3805 [email protected]
Mailing Address (if different from above) Street, City, State, Zip If different addresses, send mail to:
0 Admin. Organization OProject Director
Project Title
Eco Practices for School Settings
What ££2010 goal does the project address? Select olle. G fant Reg ues t: $ 4,250 Project Start Date: December 20 I 0
Matching Funds: $ 2 486.50 Project End Date: July 2011 01 011 IElIll OIV Ov OVI
Percent Match: 58 %
(25% minimum)
WI Legislative Assembly District of Administering Organization 49 Assembly District(s) of Senate District(s) of Target Audience Target Audience
WI Legislative Senate District of Administering Organization 11 49 17
CERTIfiCATION
If this project is approved, the undersigned certifies that the organization will participate as indicated in the narrative and will provide the matching dollars by cash, services, or in-kind contributions between July 1,2010 and December 31, 2011. None of these grant funus will be used to supplant existing funding.
Project Director Signature Title Date signed » Project Director Dana C. Showers 4/22/2010
Primary Grant Writer Signature Title Date signed Dana C. Showers » Project Director 4/22/2010
Chief Executive Ofticer Signature Title Date signed »
Duane Schober K-12 Principal 4/22/2010
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Appendix C: Project Evaluation Tools
Teacher's Name: Age: ___ yrs (PLEASE CIRCLE YOUR ANSWER)
I am a: BOY GIRL
How I get to school:
WALK BIKE BUS CAR
How often I recycle:
ALWAYS SOMETIMES NEVER
What do I recycle at school: (circle all that apply)
PAPER CARDBOARD PLASTIC ALUMINUM
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Sometimes I throwaway:
PAPER PAPER TOWEL EXTRA LUNCH ITEMS
When I'm the last person to leave my classroom I turn out the lights:
ALWAYS SOMETIMES NEVER
When I'm the last person to use it, I turn off the computer:
ALWAYS SOMETIMES NEVER
YOUR CARBON FOOTPRINT
Please help us determine our school's carbon footprint by answering the following questions.
Age: yrs Gender: D Male D Female
. DSeventh
DFreshman
DFaculty
Class level
DEighth
D Sophomore
DStaff
DJunior
DAdministration
In the following questions please check one response.
1. How do you travel to and from school on most days?
D Drive myself to school
DCarpool to school (_ total # of people in vehicle)
DParents drop me off
DBus DWaik DBike
DSenior
2. If you checked that you drive yourself, carpool , ride with your parents or ride the bus please fill in all of the following statements:
I drive or ride to school __ times a day.
There are __ total people (person) in my carpool.
I travel ___ miles in one trip.
(Use Google maps if you don't know your mileage)
3. How often do you use the recycling bins in your classroom?
DAlways DSometimes DNever
4. What materials do you recycle at school? (check all that apply)
DPaper DCardboard DPlastic DGlass DAluminum
DEverything I possibly can
DNothing
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5. If you checked nothing, why don't you recycle at school?
DNo convenient recycling receptacles
DMy teacher doesn't enforce it
Dl'm too lazy or just don't care
01 don't use any materials at school that can be recycled
6. What items do you throwaway (not recycle) the most while at school?
DPaper
o Paper Towels
OPe ncils/Pens
DFood Wrappers/Food Waste
7. If given the opportunity to recycle/compost your leftover lunch items, would you?
DYes
DNo
DWhat is composting?
8. Do you turn off the lights if you are the last person to leave a classroom?
DAlways OSometimes DNever
9. Do you turn off the computer monitor if you are the last person using it that class?
DAlways DSometimes DNever
10. Do you turn off the computer if you are the last person using it for the day?
DAlways DSometimes DNever
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