Noaa planet stewards education project noaa’s national ocean service electricity in indian states


The Stewardship Community is a network supporting educators in the development and implementation of hands-on action-based projects that conserve, restore, or protect human communities and natural resources from environmental challenges. It is a unique 18 month opportunity to receive one-on-one guidance on designing, implementing, and evaluating an environmental stewardship project, and writing for a Federal funding opportunity.

To join, an educator must submit a stewardship project pre-proposal. If accepted, the educator meets about once a month for five months with a Peer Review Group to refine and expand their project proposal. At the end of the Peer Review Group process – usually the beginning of June – the educator may submit their final project proposal for funding of up to $2,500 to carry out their project during the following academic year.

Stewardship projects must be hands-on action-based projects that conserve, restore, and/or protect human communities and/or natural resources from environmental challenges that NOAA monitors. Projects must include quantitative measurements of the project’s impact e.g. acres of habitat protected or restored, tons of carbon sequestered, pounds of material recycled or composted. electricity journal Educational outcomes should be an integral part of the project, but not its central focus. Below are potential topics and related resources to consider.

Stewardship Community participants receive guidance on measuring the results of their projects. Educators who complete their stewardship project can apply for travel reimbursements to give presentations at select conferences and/or attend NOAA Planet Stewards workshops. They may also receive invitations to special events and face-to-face professional development opportunities. To participate in the Stewardship Community an educator is committing to:

At a middle school near Cincinnati, Ohio, students and teachers periodically heard the custodian running the gas powered lawn mower back and forth across the 2.75 acres of lawn next to their school. gas yourself in car The same area had once been a prairie. Because everyone lives in a watershed, Stephanie wanted to inspire students “to see native plants as beautiful and not weeds needing to be sprayed with pesticide and mowed regularly” and reduce the amount of atmosphere warming carbon emitted by the lawn mower (80 pounds per year according to the EPA).

The 89 students began their restoration effort by calculating a carbon footprint for maintaining the area to be restored. Working with the school custodian, they measured the amount of gas used to mow the 2.75 acres for the 30 weeks of the school year and calculated the resulting carbon emissions. gas pump heaven They also recorded the types of plants and animals in the lawn area. After having the land tilled, the students planted native seeds and plants and took new measurements. Students recorded 20 types of plants in the restored prairie area compared to 3 types in the lawn area. The number of animals in the same area grew from 30 to 45 different species. And in the end, restoring the prairie area, which never needs mowing, saved 1,062 lbs. of carbon from entering the atmosphere each year.

A Colorado “community with deep roots in agriculture and coal mining is quickly transitioning into a booming destination for recreation, tourism, and renewable energy.” Ben decided to use the momentum bring renewable energy to his school and train students in the burgeoning field. electricity and magnetism worksheets high school The project powered an outdoor classroom with a student installed and monitored solar array, reduced the amount of carbon entering the atmosphere, and trained local students as solar technicians.

After learning phases of solar electric design and installation, the 14 students in the Solar Energy Training vocational course, designed and installed 2400 W solar array in the “Solar PV Lap Yard.” They planned the layout of the panels, diagramed the wiring, and installed and wired the array. The students collected data on the performance of the panels and created a Standard Operating Procedures (SOPs) for operating the array to maximize production. In addition, 75 environmental science students quantified and monitored the array to correctly predict the amount of electricity needed and to calculate the climate benefit of the array. As a result of the project, 1.38 tons of CO2 were kept out of the environment, 14 students graduated from the training program, and 10 teachers completed a professional development program to bring solar energy and technology into the classrooms.

Climate projections for the Great Plains region include rising temperatures, declining precipitation, and greater evaporation. Understanding this, Amelia wanted to help Oklahomans understand that growing an organic, local food supply and incorporating efficient water usage would help them adapt to these anticipated changes in climate. gas emoji meaning She enlisted the help of 57 K-12 students from Norman High School and the Native Youth Science Club she founded to help make this happen through hands-on stewardship.

The Native Youth Science Club investigated Chickasaw beliefs about the environment and Native American agriculture through storytelling and traditional environmental knowledge. They designed and planted a Three Sisters garden as well as increasing the school garden size to 500 ft2. The new garden has increased biomass by 434% and sequestered approximately 40 lbs. of carbon per year. The AP students researched, designed, and built a rainwater catchment system and xeriscaped 800 ft2 to reduce water usage. The result of the students’ stewardship activities resulted in over 1,100 people visiting the school garden yearly (up from 20-25) and seeing climate adaptation and mitigation in action through local food growth and thoughtful water usage.

As the climate changes, the need for food producing plants in a greater variety of locations will become essential. Indiana’s temperature increased by 1℉ over the last two decades and heavy precipitation events are occuring. The use of trees to produce food provides a diverse source in the face of monocultures that could be more susceptible to flooding. Additionally, John wanted, over time, reduce the amount of carbon released in the atmosphere by giving the community options for locally grown fruit and his community and his students to see themselves as stewards of nature.

John enlisted the help of his 10th and 12th grade biology students to prepare and plant 125 three-to-four year old pear and apple trees at his school and in the local community. An additional 75 students helped graft trees for future planting. In total, the student spent almost 300 hours engaged in stewardship activities. In the first year, the trees will sequester 62 lbs. of CO2. a gas station Over a 15 year estimate life of the trees, they will sequester an estimate 65 tons of carbon