Mid-Atlantic Marine Education Association Educational ...web.vims.edu/adv/mamea/docs/MAMEA_GrantsAwarded.pdf · Using a model developed by a science specialist from Hanover County,

Mid-Atlantic Marine Education Association

Educational Project Grants Awarded 2019/20

2019/2020 ― Classroom Teacher

The 2019/20 Education Project Grant for a Classroom Teacher was awarded to:

CAROL ANN CURRAN Maritime Science Teacher at Ocean View Elementary School, Norfolk, Virginia

CarolAnn Curran, Maritime Science Teacher for Ocean View Elementary in Norfolk, Virginia, is the recipient of MAMEA’s 2019/20 Educational Grant for a Classroom Educator. With her proposal, CarolAnn plans to teach science and sustainability by establishing an aquaculture program in the school’s Maritime Lab.

Ocean View Elementary is a Title I School that strives to provide opportunities for its students and community. Ocean View has been designated a Maritime School because of the environmental programming infused throughout the curriculum. As the Maritime Science Teacher, CarolAnn works with all grade levels to provide engaging activities that inspire and spark scientific inquiry. She already has students learning actively as they conduct Oyster Gardening (shown at right) and collect data in citizen science initiatives with community partners like the Chesapeake Bay Foundation, Oyster Reef Keepers and Nauticus.

The School’s new state-of-the-art educational facility opened in 2017, including a Maritime Lab that provides more opportunities. CarolAnn’s new project, titled Aquaculture in the Classroom, will show students how science is used to solve real-world problems. Her project goals are to increase educational opportunities and develop critical thinking skills, as well as to inspire strategies that cultivate sustainability and social justice. Using a model developed by a science specialist from Hanover County, Ocean View students will raise fish and vegetables.

The MAMEA grant will help the start-up of Ocean View Elementary’s new aquaculture facility by funding key equipment, materials and supplies. CarolAnn has additional funding from her school and from in-kind donations. She hopes that all students and staff will be involved and inspired by the project, enriching their understanding of scientific processes, developing confidence and community awareness. We wish CarolAnn the very best and look forward to learning about the project over the coming year. Congratulations!

As Maritime Science Teacher at Ocean View Elementary School in Norfolk, VA, CarolAnn Curran works with all grade levels. She provides activities that inspire and spark student scientific inquiry. Photos courtesy of C.Curran.

Mid-Atlantic Marine Education Association Educational Project Grants Awarded 2018/19

2018/2019 ― Informal Educator

The 2018/19 Education Project Grant for an Informal Educator was awarded to:

ANDY GOULD School Programs Coordinator for the North Carolina Aquarium at Fort Fisher. Andy’s project, titled “Amphibian Citizen Science in the Classroom” is designed to expand involvement in FrogWatch USA by schools in his area. FrogWatch is a national citizen science program of the Association of Zoos and Aquariums – it provides individuals, groups and families with an opportunity to learn about wetlands in their communities and report data on the calls of local frogs and toads. Andy has been working to involve schools in the project. He has a dedicated partner school – Pine Valley Elementary ‒ that has worked closely with him, allowing students and teachers to accompany him into the field at night for in-person monitoring of frog calls. But, not all schools are able to take students into wetlands after dark. So, to expand the program and attract the participation of additional schools, Andy needs to add some other options. Andy’s grant will be used to purchase sound recording equipment. This will allow project staff to make recordings of ambient frog calls from local wetlands and have students analyze them during class time via Skype. He has recruited two new partner schools who will participate by listening to the recordings, including: 2nd graders at Cape Fear Center for Inquiry; and 3rd graders at Mallpass Corner Elementary. Andy will compare learning outcomes between the school conducting in-person monitoring and those schools using the recordings. Andy hopes the addition of technology it will allow him to expand FrogWatch participation and develop new school partnerships. Additional wetland sites could be added, increasing the amount of useful data collected and giving a more complete picture of frog populations in his region of North Carolina. The technology may also allow other FrogWatch institutions to increase their reach.

Andy Gould trains local school students as citizen scientists for FrogWatch USA, a program of the American Association of Zoos and Aquariums (AZA).

Mid-Atlantic Marine Education Association Educational Project Grants Awarded 2017/18 2017/18 – Classroom Teacher

The 2017/18 Education Project Grant for a Classroom Teacher was awarded to JASON VANZANT, STEAM Instructor at Bogue Sound Elementary School in Newport, North Carolina. Jason Vanzant’s pathway into education reflects his diverse interests and talents. Originally from Indiana, Jason started out at Purdue University, he focused on liberal arts, thinking about creating snappy advertising communications. But, during time in Perdue’s Child Development Center, the faculty saw his potential working with young learners and influenced his decision to move into education. He transferred to Indiana State University and received his Bachelor’s in education with a kindergarten endorsement. He has worked with elementary school students ever since, in Indiana and North Carolina, hitting all the grades and focusing more and more on helping students develop STEM skills. But, in a parallel track, Jason held positions at State parks that involved using many skills -- electrical, plumbing, grounds and trail maintenance and more. And, this breadth of experience may help explain his creativity and passion as a “maker, tinkerer and thinker.” Jason has been at Bogue Sound Elementary since 2007 and starting 2017, serves as the STEAM Instructor/Instructional Tech Facilitator. He absolutely loves his job and the potential it offers for opening up possibilities for students. Jason’s project, the “Marine Biome Touch Tank,” is part of his larger vision to create a STEAM lab space where students engage in project-based activities. It began coming together with grant award from Lowe’s in 2017 (Lowe’s Educational Toolbox Grant) that allowed Bogue Sound Elementary to begin transforming an ordinary classroom space into an problem-solving laboratory for hands-on/minds-on science, technology, engineering, art and math activities. Next, Jason focused in on an element that would help students investigate North Carolina’s diverse aquatic life – an aquarium biome. To achieve this goal, he sought smaller grants from MAMEA and the Carteret-Craven Electric Coop, and advisory assistance from the Aquaculture Technology Center of Carteret Community College.

A self-identified tinkerer, Bogue Sound Elementary STEAM Instructor Jason Vanzant coordinates activities for learning and doing for students at his school.

Situated next to an estuary, Bogue Sound Elementary is perfectly situated to host an estuarine biome. When completed, Jason’s MAMEA project will allow over 400 students, kindergarten through fifth grade to observe aquatic wildlife found in local North Carolina waters. But, more than that, the students themselves will have a role in making it happen. To help design and set up a healthy aquarium ecosystem, students will need to develop and practice skills in math, engineering and biology. Jason has outlined the following sequence of activities he has planned for the next year: *Students research plant and animal species prevalent along the North Carolina coastline and within Bogue Sound to learn about habitats and biodiversity. Students will use what they’ve learned to plan a marine touch tank biome for the STEAM lab. *Next, with assistance from the Aquaculture Technology Center of the Carteret Community College, students will help construct the biome. This requires putting their math and engineering skills into practice, measuring and calculating an area in the lab to house the unit, and participating in the assembly of the plumbing and filtration systems. *Once the biome is assembled, students will learn how to maintain a healthy system. They will have to monitor water quality, tracking salinity, pH, nitrate and nitrite levels. They will receive training on the husbandry of organisms selected to live in their ecosystem, including feeding, as well as maintenance of cleaning the filtration system. *Over time, as the biome and its inhabitants mature, Jason hopes this project-based approach to the biome will allow students to observe and collect data on the organisms, noting their classification, adaptations, and behavior, changes between juvenile and adult stages, and growth rate. Jason plans evaluations of the project outcomes based on the knowledge and skills students acquire through the steps in the biome construction process. Students will be evaluated through reflections, presentations, and reports. And, students will have the opportunity to serve as educators during STEAM Lab showcases for the local community. For these expos, students will describe the importance of estuaries, share information about the current organisms hosted in the touch tank, explain the process for selection, handling and care of these creatures, as well as maintenance of the filtration and other systems.

The transformation begins: from storage space to an estuarine aquarium, Step 1. With the cubicles removed, the space will be readied for plumbing and power to support an aquarium system. Guided by experts from the Aquaculture Technology Center of the Carteret Community College, students will contribute to the design and construction of the biome. Photos courtesy of J.Vanzant.


Educational Project Grants Awarded

2016 - 2008

2016/17 – Informal Educator

The 2016/17 Education Project Grant for an Informal Educator was awarded to Andrew Wilson, Director of “Under the Sea” in Virginia & Glen Echo Park Aquarium in Maryland.

Long-time MAMEA member, Andrew Wilson has been an informal education pioneer in the Mid-Atlantic. In 1995, he founded Under the Sea to promote marine education and provide interactive and enriching

services in Northern Virginia and the DC Metropolitan area. In the past 20-plus years, Andrew has offered over 10,000 outreach programs in marine education to students in Virginia, Maryland, DC, West Virginia, Delaware and Pennsylvania. In September 2015, Andrew took another big step! Under the Sea opened Glen Echo Park Aquarium with the express mission of promoting awareness of the Chesapeake Bay and its watershed using a STEAM (Science, Technology, Engineering, Art and Math) approach.

Despite the many schools and students Andrew and his staff have reached over the years, their efforts are limited by distance. His MAMEA Education Project proposal offers Under the Sea/Glen Echo Park Aquarium way to reach all schools in the Bay watershed using programs broadcast via the internet. Polling teachers over the past 2 years, Andrew found they were extremely interested in participating. The MAMEA grant he has been awarded will allow him to acquire the equipment and software needed to develop the program and reach a greater audience. Working with Project Advisor Peter Tuddenham of the College of Exploration, Andrew will develop and broadcast a “Discovering the Chesapeake Bay” program live from Glen Echo Park Aquarium. Topics will include Bay tributaries, keystone species, water quality, marine life adaptation, importance of the Bay to humans and human impacts on the Bay.

For years, Under the Sea has provided outreach programs to audiences within 2 hours of its Northern Virginia headquarters using a traveling van. With the opening of Glen Echo Park Aquarium, Andrew Wilson has not only a facility to house living exhibits, but a platform for internet outreach efforts.

Instructors will take advantage of the Aquarium’s resources, including the exhibits, living specimens, models and scientific tools. Andrew imagines that this pilot program will serve as a template for other program topics. The distance learning equipment housed at Glen Echo Park Aquarium can be used for multiple years to reach students national and internationally through partners, the College of Exploration.

This panorama of the Glen Echo Park Aquarium shows several of the living exhibits and marine education resources that will contribute to distance learning programs featuring organisms, issues and human interactions with the Chesapeake Bay and its watershed.

Mid-Atlantic Marine Education Association Educational Project Grants Awarded

2015/16 – Classroom Teacher

The 2015/16 Education Project Grant for a Classroom Teacher was awarded to Beth Schap, science teacher at Liberty High School in Eldersburg, Maryland. Ms. Schap serves as a coach for her school’s regional NOSB teams. With her project, titled “Enriching field studies to promote interest in Marine Science at Liberty High School,” Beth plans to enrich the field studies she can offer, providing students with more exposure to marine science and opportunities to practice the methods and skills used by marine scientists. The project will benefit motivated students, many of whom are recruited to participate in Liberty High School’s teams at the Chesapeake Bay Bowl, the regional NOSB competition serving Delaware, Maryland, Washington DC, northern Virginia, and parts of Pennsylvannia. In addition to regular meetings, Beth is planning additional activities throughout the year, helping to enrich her core of students and recruiting new youngsters to the group. Beth hopes to inspire more youngsters at her school, building their understanding of marine science, biodiversity, and human interactions with the ocean. And, she hopes the additional knowledge, marine science and teamwork skills will benefit students competing in NOSB.

Science teacher Beth Schap (far left) coaches a NOSB team at Liberty High School. The aim of her project is to spark interest in marine sciences at her school and provide more opportunities for students to conduct science in the field. Photo courtesy of B.Schap.


2015/16 – Informal Educator The 2015/16 Education Project Grant for an Informal Educator was awarded to Kristen Sharpe, Marine Education Specialist with the Chesapeake

Bay National Estuarine Research Reserve in Virginia (CBNERR‐VA) CBNERR‐VA is headquartered on the campus of the Virginia Institute of Marine Science in Gloucester Point, VA. Kristen’s project was proposed in response to new objectives outlined the 2014 Chesapeake Bay Agreement. Virginia schools are now encouraged to offer Meaningful Watershed Educational Experiences (MWEEs) at the elementary school level, as well as in the secondary grades. Gloucester County is being pro‐active about incorporating MWEEs into the elementary school experience, targeting all fourth grade students. These teachers, however, have had limited preparation for designing and implementing these kinds of outdoor science activities. But, that’s a strength of CBNERR’s education staff. In her project, titled Testing MWEE Implementation for 4th Graders in Gloucester County: A Pilot Program, Kristen will test a potential model for conducting MWEEs for this age group. Working in a partnership with a local school, CBNERR educators will design and evaluate a MWEE structure appropriate for primary students. If successful, the school will adopt the model and, hopefully, it will spread, providing a way for other elementary schools in the county to offer their students a field science experience.

Kristen Sharpe (2nd from right) is a Marine Education Support Specialist at the Chesapeake Bay National Estuarine Research Reserve in Virginia (CBNERR‐VA). Her project will test a structure for Meaningful Watershed Educational Experiences (MWEEs) to suite elementary school students.


2014 - Classroom Teacher The 2014/15 Education Project Grant for a Classroom Teacher was awarded to Maureen Barrett from Harrington

Middle School in Mt. Laurel, New Jersey. Ms. Barrett is the 7th Grade STEM Teacher and Advisor for both MATE (Marine Advanced Technology Education) and SeaPerch Clubs at her school.

Barrett will use her MAMEA grant to augment her school’s ROV (remotely operated vehicle) projects for the 7th grade STEM program. This program focuses on ocean exploration and reaches 450 students

each year. While learning about how and why humans explore the ocean, the students work in teams to build remotely operated vehicles. “Students build up to 36 ROVs per marking period,” says Barrett, “and the students’ designs are becoming more and more sophisticated each year.”

The MAMEA funds will allow her to purchase a larger variety of PVC connectors, allowing the students’ intricate designs to come to fruition. Additionally, Maureen advises two after school underwater robotics clubs, SeaPerch &

MATE, which involve an additional forty 7th and 8th grade students. She’ll also purchase color PCV which will be used by the after school robotic teams. Their ROVs will be built using blue and yellow PVC, so that the Mt. Laurel Middle School’s school colors will distinguish their entries at regional and state robotics competitions. Preview the color PVC in the photo at right.

In addition to designing and building their ROVs, throughout the project, student teams will complete assessment worksheets that require reflection and assessment of their team communication and collaboration skills. And, they will create video journals using iMovie to documents the steps they follow through the “Engineering Design Loop” in their ROV building process:

identify problem/challenge research brainstorm

design sketch build test/evaluate redesign share solution. Ms. Barrett will have students participate in a class discussion focusing on the success or failure of their mission, addressing design issues, piloting, electrical and mechanical problems. And, Maureen is in search of a full‐size indoor pool for an evening ocean exploration event in which students run all 36 ROVs at once. She wants students to present what they have learned and give their family members an opportunity to pilot the very ROVs designed and build by their youngsters

Maureen plans to get the absolute most out of this MAMEA investment. The PVC pipe and connectors used in student ROVs will not be glued together, so the fittings she purchases with grant funds can be used by students in subsequent marking periods. (Images courtesy of M.Barrett & Harrington Middle School).

Project Final Report: Building ROVs in the Classroom By Maureen Barrett, Harrington Middle School, Mt. Laurel, NJ I am extremely thankful to MAMEA for funding my ROV (Remotely Operated Vehicle) project. The money helped me purchase additional ROV supplies for the classroom, including color PVC for the ROV frames. The previous year, my students painted their frames. This ended up being both a hassle and a mess because the students were continually modifying their frame designs (as good engineers would do) and more paint had to be applied to the modified areas. Also the painting skills of the average 7th grader were not always top notch, especially on ½” PVC pipes. So we used the grant funds to purchase blue and yellow PVC to alleviate this problem. Not only did the students feel the colored PVC was easier to see in the water during our competitions, the ROVs matched our school colors! I have to admit that I “saved” the color PVC for my after‐school SeaPerch and MATE ROV teams. This made the students in my classes a bit jealous! Now, all of my students will have the luxury of using the blue and yellow PVC. There is plenty to go around. And since we do not glue our PVC frames together, all the cut PVC pieces can be used over and over again. Throughout the 2014‐15 school year, we built over 120 ROVs. Working in teams of four, the teams completed assessment worksheets that required both reflection and assessment of the teamwork’s communication and collaboration skills. The students were required to post findings and complete assignments on a class collaboration website (Google Classroom). Each ROV team created a video journal using iMovie to document the

steps of the Engineering Design Process throughout the ROV build: identify problem/challenge research

brainstorm design sketch build test/evaluate redesign share solution. Students took their ROV experience beyond the classroom: *Several teams of students from this year competed in the New Jersey SeaPerch Challenge (two teams in the

Middle School Category and three teams in the Open Category). Our two middle school teams won 1st and 2nd and advanced to the National SeaPerch Competition at UMASS Dartmouth. Out of 71 teams, we placed 5th and 7th.

*Two ROV teams competed in the MATE PA Regional Competition (one team in the Scout Category and one in the Ranger Category). Our Scout Team won 1st Place overall, winning awards for the technical report, poster presentation, marketing display, and pool missions. Our MATE team won 1st place for their pool work.

*Students volunteered at the Mt. Laurel Fall Festival to teach community members about our ROV program and teach them how to pilot ROVs.

*The MATE Team members volunteered at the Barnes & Noble Mini Maker Faire to bring awareness to STEM and building underwater robots in the classroom.

*SeaPerch Team members volunteered to work with the upcoming 7th grade students at the 6th grade end‐of‐year pool party. The team members brought ROVs and pool props so the 6th grade students would get an introduction to our middle school STEM ROV program.

Students from Harrington Middle School take careful measures as they work out their ROV designs.

ROVs take shape as students assemble color‐coded PVC components according to their careful design specifications. The colored PVC was funded by Maureen Barrett’s 2014/15 MAMEA grant.

ROVs are taken through their paces at a competition.

This is my fifth year teaching an ocean exploration STEM class to 7th grade students. I teach six 40‐minute classes per day, and we meet five days a week for approximately 45 days. My program reaches almost 500 students per year. The students learn why we explore our oceans and how we explore them, and then they work in teams of four to design and build ROVs. I use both the MATE and SeaPerch ROV programs in my class. I would like to share some resources that I have found to be extremely valuable to my ROV STEM program. Hopefully you will find my top ten sites helpful too. Top 10 ROV Websites for the Classroom 1. MATE (Marine Advanced Technology Education) http://www.marinetech.org/ Discover a great deal of ROV resources, ROV kits to purchase, competition information, curriculum, videos, internships, and information about teacher professional development

2. SeaPerch (Sponsored by the ONR and Managed by The AUVSI Foundation) http://www.seaperch.org/index Find information about how to get started with SeaPerch ROVs, including how to build videos, grant information, and resources

3. SeaPerch (MIT Sea Grant Program) http://seaperch.mit.edu/ Search links to help build ROVs, teach ROV topics, learn about ROVs, and explore careers

4. NOAA’s Okeanos Explorer website http://oceanexplorer.noaa.gov/okeanos/edu/welcome.html Includes a collection of educational materials, expedition modules, multimedia, and live ROV footage when the Okeanos Explorer is exploring with its ROV Deep Discoverer

5. Dr. Robert Ballard’s EV Nautilus http://www.nautiluslive.org/ Find expedition information, photos and videos, including live footage when the ROV Hercules is exploring

6. University of Rhode Island’s Inner Space Center http://www.innerspacecenter.org/ http://www.innerspacecenter.org/galleries/the‐unknown‐ocean Utilizes telepresence technology to view underwater footage from both the Okeanos and the Nautilus, in addition to news, camp information, and videos, including five great ROV video clips titled Creatures, Telepresence, ROV, Archaeology, and Why do we explore?

A successful team from Harrington Middle School shows off their colorful ROV made with PVC parts funded by MAMEA.

7. Woods Hole Oceanographic Institute: Dive and Discover http://www.divediscover.whoi.edu/index.html http://www.divediscover.whoi.edu/robotics/index.html Find out about WHOI expeditions and get information, lessons, and fantastic graphics on a wide variety of ocean topics and compare and contrast the three basic types of exploration vehicles: ROVs, HOVs, and AUVs

8. MBARI (Monterey Bay Aquarium Research Institute) http://www.mbari.org/ https://www.youtube.com/user/MBARIvideo Find out what MBARI is using their ROV Ventana and ROV Doc Ricketts for and explore their YouTube channel for great videos

9. The Smithsonian’s Ocean Portal: Find Your Blue! http://ocean.si.edu/ http://ocean.si.edu/ocean‐videos/scientists‐discuss‐their‐submersible‐experience Find a great deal of information, videos, and educator resources on dozens of ocean topics

10. Harrington Middle School STEM Program http://hms.mtlaurelschools.org/subsites/Maureen‐Barrett/index.html Visit my website to provide you with some information about my ROV STEM program. Feel free to contact me if you have any questions. [email protected].


2014 – Informal Educator

The MAMEA 2014/15 Informal Education Grant was

awarded to Christina Romano an Education and Outreach

Specialist with the SciTech Program at Towson University in Baltimore.

The Towson University’s Center for STEM Excellence provides outreach programs to Maryland's K–12 schools. The Center’s Bioscience Education and Outreach Program team is committed to engaging, exciting and educating Maryland's elementary, middle and high school students using hands‐on science. One of the Center’s long‐standing and well known programs is SciTech, a learning lab which offers students the opportunity to experience bioscience first‐hand in a dedicated laboratory led by expert instructors. Located at the Columbus Center in Baltimore's Inner Harbor, SciTech has served over 25,000 students since its inception.

Photo courtesy of

Christina Romano.

Christina’s MAMEA grant will support the development and testing of a new lab for use in the SciTech program. Her Ice Core Detectives lab is designed to help students, grades 9‐12: understand how scientists use ice cores to estimate historical climate change data; use ice core data to draw conclusions about past changes in Earth’s climate; and discuss how increases in atmospheric CO₂ can affect our land, oceans, and the Chesapeake Bay.

In this inquiry‐based activity, students receive an ice core replica of known age. They are challenged to determine how they will perform three analyses, writing their own procedures, conducting their own investigations, and collecting their own data. A key element of the lab is the use of tablet technology. Student teams will use tablets for analyzing data, creating graphs and presenting evidence. After teams share their results with the rest of the class, they place their graph in chronological order to show how atmospheric CO₂ has changed over the past and up to the present

In addition to learning outcomes for the students, this lab offers teachers an opportunity to see how teaching climate science involves science and engineering practices, cross‐cutting concepts, and literacy in science. After completing the Ice Core Detectives pilot programs, Christina will use student and teacher feedback to make any needed revisions to the lab and it will become an official SciTech lab offered year‐round at the start of the 2015‐2016 school year. The tablets purchased with the grant will be used during each climate change lab booked in the future. SciTech instructors will also incorporate equipment purchased in other SciTech labs to increase the level of analysis students are conducting after their lab investigation.

Photo courtesy of SciTech, Towson University.

Project Final Report: How one good grant idea can evolve into another: From Ice Core Detectives to It’s a Gassy World! MAMEA grantees are determined and creative people! Christina Romano, Education and Outreach Specialist at Townson University SciTech Department, proposed a 2014/15 grant project titled Ice Core Detectives that won the support of MAMEA’s Grant Committee. But, the best laid plans of mice, men and even educators can go astray. Christina’s intent was to develop and test a new lab for use in the SciTech program. Her Ice Core Detectives activity was designed to help high school students understand how scientists use ice cores to estimate historical climate change data. They would use replica ice cores, collect data and draw conclusions about past changes in Earth’s climate. Tablet technology was planned as a key element of the lab, allowing students to analyze data, create graphs and present evidence using the same technological tools that many scientists use. The MAMEA grant funds were invested in the tablets. After starting her project in 2014, Christina encountered some challenges that might have derailed less determined individuals. After recovering from the loss of key project personnel, Christina and her team found that the materials intended for use in the ice cores models weren’t reliable. Did they give up? Not at all! With climate change at the heart of the lesson, they tackled another approach. Christina and Dr. Mary Stapleton, Townson University’s Director of Bioscience Education and Outreach, came up with another innovative idea for an inquiry‐based activity ‐‐ this one focused on the role of CO2 as a greenhouse gas. The new lab, titled It’s A Gassy World! allows middle school students to learn about climate science concepts, design their own investigations, and use the tablet technology purchased with MAMEA grant funds. After successful testing, the lab is now being offered as both an onsite SciTech lab and a Maryland Loaner Lab kit for middle school students. Preliminary data shows an increase in student knowledge about climate change. Teachers attending the Climate Literacy Workshop got to test the lab and reported:

“I love all the hard work you put into making things realistic and relevant with hands‐on

activities that replicate what scientists do in the real world.”

“My students were able to do their own investigations and felt like real scientists.”

In teacher evaluations of the lab, 100% of participants replied that they agreed or strongly agreed that they learned new information about climate change, could use the content to teach others, and learned where to find more resources.

Christina shared the new lab with MAMEA members at the 2015 Conference in North Carolina. Her presentation, It’s A Gassy World!: A hands‐on climate change lab, demonstrated how educators could incorporate climate change into middle school curriculum and introduced how SciTech’s new activity that had students designing their own experiments to investigate the role of CO2, rising ocean temperatures, and climate change. A grant that keeps on giving… A selling point for Christina’s original proposal to MAMEA was her plan for continued use of the tablet technology beyond the term of the grant. And, she reports: “We continue to use the tablets with both middle and high school students for the following labs: It’s A Gassy World!, Crucial Concentration, and Looking into Lactase. We are also developing new climate change labs where we will be using the tablets as well. The tablets will be maintained by the Education and Outreach Specialists.” Despite the twists and turns of her project, Christina followed through on her intention to continue using the tablet technology in SciTech’s programs. MAMEA Grant Committee members are always interested in projects whose outcomes continue to pay dividends for students, teachers and the Mid‐Atlantic marine education community

Eight grade students use tablets to create

their graphs for the It’s A Gassy World! lab. Tablets allow students and teachers to practice rigorous data analysis with a technology used by scientists.

Eleventh grade students create a line‐of‐best‐fits graph on the tablets for the Crucial Concentration lab.

Teachers got to test out tablets during the Climate Literacy Workshop in May 2015.


Educational Project Grants Awarded

2013 - Classroom Teachers

The 2013/14 Education Project Grant for

Classroom Teachers was awarded to a pair of middle

school science educators, Heather Mericle-Sherburne (on right)

and Melinda Mericle (on left). Ms. Mericle-Sherburne teaches

at St. John the Apostle Catholic School and Ms. Mericle

at Star of the Sea, both in Virginia Beach. The similarity in

their names is no accident, they’re a daughter/mother team!

With the MAMEA grant, the duo will support the Catholic STEM Marine ROV Challenge, an underwater robotics

program that will benefit sixth to eighth grade students in both of their parochial middle schools. Funds will be

used to purchase materials and supplies for student-built, remotely-operated vehicles or ROVs, plus training

resources.

The teachers were inspired when they attended the Marine Technology Society/Institute of Electrical & Electronics

Engineers conference. “At the MTS/IEEE Oceans 2012 pre-conference workshop, we talked the vendors into

giving us an ‘ROV in a bag’ plus the car battery to power it,” Heather recalled. “They really didn’t want to have to

pay to fly it back to California, now did they? So, then we had our first ROV to use in getting an afterschool

program up and going.” From this initial success, the Mericles have been determined to go farther, establishing an

underwater ROV competition that involves more students and both their schools.

“The robotics challenge allows the teachers to incorporate 21st

Century skills into the science curriculum,” notes

Heather. “Through this hands-on experience, students will see how science, technology, engineering and math

(STEM) subjects are applied. And, building an ROV as a team means lots of practice with the skills important in

today’s technical fields: problem solving and critical thinking; troubleshooting; team work and effective

communications; and how to manage projects.”

Students at each school will meet weekly for instruction, discussion and application of engineering and design

principles. Then coming together, students from both schools will work to design and build an ROV that addresses

an assigned task. The culminating competition, the Catholic STEM Marine ROV Challenge, will be held this

coming spring 2014, using the swimming pool at a neighboring hotel.

The Mericles have their sights set on an additional goal, as well. Following this spring’s competition, they plan to

groom a middle-school team for participation in the Mid-Atlantic Marine Advanced Technology & Engineering

Regional ROV competition coming up in 2015.

2013 – Informal Educator

The MAMEA 2013/14 Informal Education

Grant was awarded to Maria Madero of the

National Aquarium, Baltimore, where she is an Education

Specialist for the Aquarium’s Youth Programs. The

Aquarium’s activities for youth include: an afternoon

work-study program for high school students; multiple

Baltimore City summer camp programs; a Maryland

Summer Center for Gifted and Talented Youth; and the

college internship program. Maria helps instruct and mentor

youth, and implement the programs diverse activities.

Photo: Maria Madero (right), celebrates with out-going

MAMEA President, Kathy Fuller, at the 2013 Conference.

In the Aquarium on Wheels Program (AOW), selected high school students from Baltimore City/County are

engaged in afterschool and summer work-study. The program combines scientific research, conservation activities,

job training, and the theater arts to promote environmental stewardship. Upon graduating high school, these

students also graduate the AOW Program, which ends their opportunities to stay engaged with the Aquarium and

outdoor experiences.

Madero’s grant will support the “Aquarium on Wheels Alumni Paddlers,” a program which is intended to extend

relationships and build capacity among the urban youth who have graduated from the Aquarium on Wheels

program. Now at colleges in the Maryland area and elsewhere, these motivated alumni asked for a program that

would allow them to continue environmental education and service opportunities facilitated by the Aquarium.

In her support letter for the grant, an alumna of the Aquarium on Wheels experience noted how important the

program had been in helping her set life and career goals. She is currently an Environmental Science major at the

University of Maryland, a direction influenced by her participation in the Aquarium’s work-study program.

Funds from MAMEA Educational Project Grant will allow Madero to provide a tiered experience, with the

college-age Alumni serving as role models for the younger cohort of Aquarium on Wheels high school participants.

It all starts with a weekend camping and canoeing trip during which Alumni contribute as instructors and mentors.

During the AOW program, students participate in Aquarium environmental service projects like beach cleanups,

seagrass plantings and osprey bandings at locations in MD and northern VA. Continuing this progression, the

program Alumni will facilitate student participation in Aquarium environmental service projects by recruiting other

Paddlers, as well as students from their colleges. “This capacity building experience gives the program alumni

opportunities to put what they’ve learned to work, sharing it with others,” noted MAMEA Grants Chair Carol

Hopper Brill of the VA Institute of Marine Science. “It’s a great example of how ripples can extend outward to

inspire another cohort of young people.”


2012 - Informal Educator 2012/13 Informal Education Grant awarded to: Sarah McGuire, Education Coordinator for the Chesapeake Bay National Estuarine Research Reserve in Virginia (CBNERR-VA), located at the Virginia Institute of Marine Science in Gloucester Point, Virginia.

“The primary goal of the CBNERR General Education and Public Outreach Program is to increase awareness, understanding, appreciation, and responsible use of the Chesapeake Bay estuary. We offer informal and formal education programs for K-12 and college audiences, teacher-training workshops, and programs for the general public,” explained McGuire. She coordinates several different education programs, including many field experiences for middle school students in nearby counties. The MAMEA grant will provide support for the popular CBNERR-VA Discovery Lab series. The monthly Discovery Labs provide educational science experiences in fun, family-friendly ways. Each lab focuses on a specific Bay-related topic through a series of hands-on activities for kids and adults. Participants use microscopes, observe live animals, make crafts or play games, even examine and discuss research posters. VIMS faculty, professional staff and graduate students contribute as speakers, sharing their cutting edge research with the general public in an intimate setting. Each Lab can accommodate 100 participants and many families attend every session. One parent wrote that his three daughters look forward to attending each lab and they talk about them for weeks afterward. He reported that “Thanks to the Labs, they are learning how marine life affects people’s lives every day. And, as a result of their experiences, they are talking about becoming marine scientists.” Thanks to this MAMEA Educational Project Grant, McGuire will be able provide the supplies and printed materials that support each lab, despite budget cuts from other sources. And, she plans to pilot expanded hours for the Labs, as well as test the potential of traveling lab boxes for local schools. For more information about the CBNERR-VA and its programs, visit their website at www.vims.edu/cbnerr/education/public_programs/index.php. Photo caption: Monthly Discovery Labs make marine science more accessible to the community. Families and adults learn about Bay-related topics through hands-on activities and interactions with VIMS and affiliated researchers.

Mid-Atlantic Marine Education Association Educational Project Grants 2011/12

2011 - Classroom Teacher

2011/12 Formal Education Grant awarded to:

Judith Gwartney-Green, 7th grade life science teacher at Peasley Middle School in Gloucester County, Virginia.

Ms. Gwartney-Green and her partner teacher, Sherry Rollins, teach life science for all 7th

-graders in Peasley Middle School. Their curriculum emphasizes STEM education (science, technology, engineering and math) using marine and aquatic field experiences and classroom laboratory studies. Using aquariums in the classroom, they succeed in bringing the environment indoors where their students can make detailed observations of local aquatic life and collect data over several weeks’ time. But, when a tornado destroyed their original school – Page Middle – last spring, among the resources lost were the aquariums that played such a central role in their teaching. With this MAMEA Educational Project Grant, Gwartney-Green and Rollins will replace the aquariums and support systems they lost and continue to provide hundreds of students with first-hand experiences in multidisciplinary marine science, and a stronger connection to the organisms in their local waters. Sarah McGuire, Education Coordinator for the Chesapeake Bay National Estuarine Research Reserve-Virginia will serve as Project Advisor. McGuire is MAMEA’s Virginia Representative and has worked with Gwartney-Green and Rollins on both field and aquarium-based studies for several years. Photo caption: With support from the Mid-Atlantic Marine Education Association, life science teacher Judy Gwartney-Green will be able to recreate the successful teaching environment she developed with colleague Sherry Rollins. These partner educators use salt-water aquariums to teach students about life of the Chesapeake Bay and STEM (science, technology, engineering and math) learning skills. Photo credit: Sherry Rollins.

2011 - Informal Educator

2011/12 Informal Education Grant awarded to:

Kelly Cox,. President and Founder of the Phillips Wharf Environmental Center which is located on Tilghman Island in Maryland.

Ms. Cox is a marine biologist with a long family history on the Island. She and her husband Jerry Cox have a lifetime of experience on the Chesapeake and founded the Phillips Wharf Environmental Center to foster greater awareness and care of the Bay through hands-on learning. The Center offers learning opportunities for youth and adults, provides information so that they can make informed decisions, and strives to inspire stewardship for the Bay. The Center also conducts applied research and data monitoring. With their MAMEA grant, the Center will be developing a Fisheries Management Program for 6th to 8th-grade students from schools in surrounding counties. They plan to bring the students to the Island for a day and provide first-hand experiences that illustrate the practices of local watermen, study the fish they catch, and the impacts of environmental factors, including water quality, on the Bay and its fisheries. The day-long program will start with a cruise down the Choptank River and Chesapeake Bay. Among the activities will be water quality testing and careful data recording. The study of how pound nets work will be a focal point, since this fishing method is such an important tool for local watermen. Students will learn how fish are harvested from these nets through a role-playing “Chesapeake Bay Pound Net Game” that includes constructing a pound net on land. After collecting local fishes using a seine net, students will practice fish identification, learn how to properly handle fish and safely return them to the water. Fish anatomy and the importance of tagging fish for resource management purposes is another proposed activity. For more information about the Philips Wharf Environmental Center and its programs, visit their website at www. pwec.org. Photo caption: Phillips Wharf Environmental Center offers hands-on experiences for youth and adults, provides information so that they can make informed decisions, and strives to inspire stewardship for the Bay. The Center also conducts applied research and data monitoring. Photo courtesy of Phillips Wharf Environmental Center.


2010 - Classroom Teacher 2010/11 Formal Education Grant awarded to: Alison Maier, a science instructor at Kenwood High School in Essex, Maryland, received the 2010/11 grant for a classroom teacher. Her project, “From the Stream to the Bay,” will provide 9th and 10th-grade high school students at her school with real-life context for science studies and exposure to professional science careers. As part of their Ecology of Maryland course, students developed a plan to study their influence on the health of tributaries leading to the Chesapeake Bay. Over the school year, they will investigate water quality, fauna and health of the stream at its location near their school and at its entry into the Bay at the Baltimore Harbor. The composition of biofilm communities and their succession over time will be a special focus of study. In addition to collecting and analyzing data, students will also create a digital photo library. Monthly, the students will visit the Center for Marine Biotechnology (CMB) in Baltimore’s Inner Harbor, interact with lab technicians who assist their water quality testing, and learn about biodiversity of biofilms. Working side-by-side with the CMB staff, students will be introduced to careers in aquatic environmental science and technology. Students are expected to not only experience and develop scientific inquiry skills, but to communicate their findings to others as well. They will develop posters and presentations for a school-wide water quality conference that is open to the school and the public. Project collaborators include two other science instructors from Kenwood High as, as an advisor, a Maryland Sea Grant Extension agent at the Institute of Marine and Environmental Technology in Baltimore. Alison Maier worked on a marsh restoration project during Summer 2010. Here, she shows off “islands” of marsh grasses that are now submerged in Baltimore Harbor.



Megan Ennes of the North Carolina Aquarium at Fort Fisher, NC. She won MAMEA grant support for a project that will benefit NC schools and is also part of her Master’s degree work at the University of North Carolina-Wilmington (UNCW). Megan’s project, titled “Climate Change in the Cape Fear Region – Video and Curriculum” has two components. She’ll work with a team of four high school students from UNCW’s Isaac Bear Early College as they research and produce a video about the causes and impacts of climate change in the Cape Fear region. The video will include interviews with older generations of local residents who can provide first-hand accounts of the changes in sea level and other climate phenomena that they have experienced over their lifetimes. The students will also interview area school children about actions they can take to help ameliorate or adapt to climate changes. Advising the project are Dr. Jeff Hill, P UNCW Communications professor of Environmental Studies from UNCW, teacher Bryan Bishop from Isaac Bear, UNCW Communications professor Bill Bulduc, and naturalist Andy Wood with Audubon NC. Once completed, the video will be presented at a Coastal America Partnership Student Summer in February 2011, and screened for residents of Cape Fear Region at the NC Aquarium at Fort Fisher. The second component of the project is a curriculum about regional climate change for Grades 5, 8, and high school. Megan will work with her partner teacher from Isaac Bear Early College in developing the materials. The curriculum will accompany the video into schools in the Cape Fear region, augmenting the teaching value of the visuals. Both video and curriculum will be available on-line, making them available to educators beyond southeastern NC. Photo below: Megan and the project team -- including high school students from Isaac Bear Early College and their teacher -- visited the Holly Shelter Game Lands State Park, NC to learn about the longleaf pine forest and impacts of climate change in this protected area within the Cape Fear River watershed. From left to right: Megan Ennes, Isaac Bear students Jessica Lama, Keela Sweeney, Dustin Chambers; not pictured is Evan. Back row: teacher Bryan Bishop.

Megan Ennes reports the very successful completion of her MAMEA Grant project – the projection of a video and curriculum addressing climate change issues in the Cape Fear Region of North Carolina. Please, enjoy her report and watch the video and other reports about the project! The results of this project will continue to have impacts far beyond this year’s activities! Grant Project Update - October 2011 by Megan Ennes

For my MAMEA Educational Project grant, I worked with four students from the Isaac Bear Early College High School to create a film focusing on the potential impacts of a changing climate on our unique regional resources. My students titled their project “We Sea Change.” The project also helped me fulfill requirements for my masters in environmental studies at the University of North Carolina Wilmington and I am creating a high school curriculum to supplement the film.

An important impetus for the film was the Aquarium’s participation in the 2011 Coastal America Student Summit on the Oceans and Coasts. Coastal America is a federal partnership involving many federal organizations, non-governmental organizations, and non-profits that are focusing on coastal issues. The North Carolina Aquariums are among 23 Coastal America Coastal Education Learning Centers (CELCs) nationwide that help communicate these issues with the public. The focus of the 3rd Student Summit on the Oceans and Coasts, held in February 2011, was Ocean Literacy Principle Three and how the ocean impacts climate. Coastal America invited the CELCs to participate in the summit by creating an action plan to address a local issue associated with the oceans and climate. The North Carolina Aquarium at Fort Fisher was one of 19 Centers that responded with a project.

To make the project a reality, I applied for and received a MAMEA Educational Project Grant, using the funds to purchase a camera which the students used to film and document their project. My students have been keeping a blog which includes many of their pictures and thoughts on the project. You can visit our blog at www.capefearstudentsummit.blogspot.com. They have also kept a wiki about their project at www.capefearstudentsummit.wikispaces.com.

To learn more about climate and the Cape Fear Region, we interviewed experts and non-experts on all fronts of this issue, from small-business owners to scientists investigating climate change. Ecologists, climatologists, and even restaurant owners participated in the interview process. After learning about climate and how it might impact their region, the students explored unique habitats in the area. The several hours of footage they took was edited into a 20-minute film to be shown at the Aquarium and in schools around the area. As a supplement, I created a high school curriculum to help teachers integrate the film into their classrooms.

On February 14, the Coastal America student delegations traveled to Washington D.C. to present their projects and learn about projects other student groups are working on. The presentations were webcast on the Ocean Portal. Our team’s presentation has been archived at: www.ustream.tv/recorded/12710861. Look for our students at 2:11:15. The students met Jean-Michel Cousteau and heard him speak. And, our team was one of eight student delegations selected to give live interviews on the Jason Project’s Website. You can see the Aquarium’s interview here: http://www.jason.org/public/careplay1.aspx.

Finally, most groups met with their Congressional representatives and shared their passion for their projects. Needless to say, it was an amazing trip!

To complete the project, we hosted a movie premiere at the North Carolina Aquarium at Fort Fisher on September 28, 2011. Over 200 people attended the event and it was covered by the local TV station. The Aquarium will continue to show the film on a regular basis. An even greater number have watched the film via internet and we have had several invitations to host the film at other venues. The project is featured on the new Climate Interpreter website at (www.climateinterpreter.org). The Wake County school system will be including the film and curriculum into their county-wide curriculum for next year.

All in all, there has been a lot of positive feedback and the changes in the students’ attitudes and actions speak for the projects’ success. The film and curriculum are available for any facility to use, free of charge, online: www.weseachange.weebly.com. You can find the film on the website as well as on our vimeo page: http://vimeo.com/29661987. And, pictures from most of the project events can be found on our blog: www.capefearstudentsummit.blogspot.com

In addition to watching the archived film on line, you can get a sense of the project and its impact from the following news articles and/or pictures WWAY TV 3: http://www.wwaytv3.com/video/2011/09/students-take-climate-change Star News: http://www.starnewsonline.com/article/20110111/ARTICLES/110119915/1004?Title=Students-will-present-video-on-local-climate-change-at-national-conference Lumina News: http://www.luminanews.com/article.asp?aid=9002&iid=291&sud=30 NCAFF: #1: http://ncaquarium.blogspot.com/2010/12/taking-on-climate.html #2: http://www.ncaquariums.com/archives/7155

At the Coastal America Summit, the team from NC Aquarium and Isaac Bear Early College High School met Jean-Michel Cousteau. Left to right: students Dustin Chambers, Jessica Larna, Keela Sweeney and Evan Lucas surround Cousteau, on the right are Aquarium educator Megan Ennes and Isaac Bear teacher Bryan Bishop. Photo courtesy of M.Ennes.


2009 - Classroom Teacher


Beth Jewell of West Springfield High School in Virginia. Beth’s project, intriguingly titled “West Springfield High School Goes LiMPETS,” will engage high school students in a monitoring project using the LiMPETS protocol (Long-term Monitoring Program and Experiential Training for Students, http://limpetsmonitoring.org/). Students from two schools will be involved, approximately 30 of Jewell’s Springfield High students and 30 students from Katie Neller’s class at First Flight High in North Carolina. The students, guided by their teachers and NC Sea Grant educator Terri Kirby Hathaway, will survey selected beach sites on the Outer Banks, collect data on mole crab abundance and distribution and analyze results to generate a “base-line” for future study years. Jewell expects that the project will help students enhance their problem-solving skills, gain experience using tools and methods employed by field scientists, and learn to analyze and present data. Once this MAMEA-funded pilot year has been completed, Beth plans to repeat the monitoring annually, with fall and spring surveys tracking changes in mole crabs as an indicator of beach ecosystem status.



Kathy Fuller, Youth Programs Coordinator at the National Aquarium, Baltimore. Her project, “Watershed Wonders Henry Hall Program Water Quality Testing Equipment,” will use the MAMEA funding to provide scientific instrumentation for a long-standing program. The Henry Hall Program, established in 1982, provides opportunities for youth from Baltimore City Public Schools to participate in activities that expose them to careers in aquatic sciences. In this four-day immersion experience, 12 students – 10 to 12 years old – learn about the Chesapeake Bay watershed, its waters and wildlife via the Aquarium’s exhibits and staff. They are introduced to water quality parameters important for a healthy watershed and, while exploring natural areas, they compare and contrast freshwater and brackish habitats, logging data and observations and identifying wildlife. The MAMEA grant allows Fuller to invest in water quality sampling equipment that is closer to “industry standard” for an environmental scientist. Through this intensive program, students apply science as they learn it, contributing to their interest and confidence in the subject, and building a greater sense of watershed stewardship. The equipment that Fuller purchases this year will be re-used in future years of the program, contributing to the education of more inner city youth.

Grant Project Update by Kathy Fuller, November 2010

Watershed Wonders: Baltimore City Middle Schoolers Learn About the Chesapeake Bay Watershed with Support from MAMEA Thanks to the MAMEA mini-grant, the National Aquarium was able to purchase water quality testing equipment for its Henry Hall Program, a summer program offered to Baltimore City public school students. The Henry Hall Program offers a variety of summer camp experiences free of charge to Baltimore City public school students entering grades 6-12. Camp experiences vary from day programs based at the Aquarium to overnight programs as far away as the Florida Keys. Funding for the Henry Hall Program comes from interest produced by a small endowment, grants, and donations. Specifically the water quality testing equipment purchased is used for the Watershed Wonders camp. The Watershed Wonders program is a day camp designed for students, ages 10-12, who are participating in the Henry Hall Program for the first time. The camp runs for four days, with two of the days spent kayaking in different Chesapeake Bay watershed habitats. Campers learn how to test water quality in Baltimore Harbor on the first day, testing temperature, salinity, pH, dissolved Oxygen, and turbidity. The campers then head to a freshwater creek and a brackish water river to collect water samples and identify plants and animals at each site. The last day of camp is spent comparing the sites and reflecting on personal actions to protect the watershed. This past summer the Watershed Wonders program served 10, 10-11 year old students (all entering 6th grade from Baltimore City Public Schools). Students kept journals to record their activities during the program. Student comments included:

“My favorite activity was the experiments of water.” “I would like to teach children about science and our waters, the Bay, etc.” “I didn’t want to sign up (for the Henry Hall Program), but my Mom made me. I found out that I had fun here.” “We can plant trees and other plants to help the Chesapeake Bay watershed.” “My favorite activity was kayaking because you are outside and you move.”

Of the 10 students who attended, 9 out of 10 said that they would want to attend another program like this one, and 7 out of 10 said that the program changed what they want to be when they get a job. All 10 students recommended actions to protect and restore the Chesapeake Bay’s watershed.

Students use water sampler in Baltimore Harbor Testing salinity with a refractometer

Kayaking on Piscataway Creek Identifying our finds after collecting by seine

On behalf of the staff and students of the National Aquarium’s Henry Hall Program, thank you!

Check out our new video about the Henry Hall Program at http://www.youtube.com/watch?v=NXXH35wn16o

Mid-Atlantic Marine Education Association Educational Project Grant 2008/09

2008 - Classroom Educator


Dawn Sherwood, from Highland Springs High School in Henrico County, received MAMEA’s 2008 Classroom Education Grant of $500. Ms. Sherwood and her colleagues are developing a recycling education program on their high school campus with a goal of educating the student body about reducing, reusing and recycling products that can harm the environment, especially the ocean. Students at HSHS will actively participate in cleaning up the environment, education their peers and their families as well. They plan to set up recycling bins at their school and actively encourage everyone to recycle, sharing positive impact messages along the way.

Students at High Springs will: *Participate in the International Coastal Cleanup/ Clean Virginia Waterway *Build the environmental club membership and get student involvement in recycling education *Obtain a newspaper recycling bin *Have the environmental club create/post posters to educate student population on benefits of recycling *Have students actively participate in recycling programs for plastics *Hold an Earth Day activity *Hold an End of School Year Paper Drive, encouraging all teachers to recycle paper *Hold a World Ocean Day with activities *Encourage the general public to recycle at sporting events *Reduce, Reuse, Recycle!

Once the recycling plan is in full swing, Dawn and her colleagues plan to work toward increasing the number of recycling bins around the school and to education students at HSHS feeders schools, encouraging them to build good recycling habits at a younger age.

Throughout her project, Dawn will incorporate VA Science Standards and Ocean Literacy Principles. Grant Project Update by Dawn Sherwood

I want to thank MAMEA for my grant to encourage and educate about recycling in my high school as a way to help save our oceans. On September 20th, we had 5 faculty, 5 alumni/family, and 20+ students spend 3 hours picking up cigarettes butts, plastic, bottles, candy wrappers, and other junk totaling about 65 pounds; saving it all from going into the local drainage ditches and sewers that flow to the James River. We also used this cleanup event to promote our new Environmental Club which now has about 20 members. Both students and faculty have made a habit of recycling paper and plastic in the classroom. We now recycle the copier paper boxes and the Environmental Club, a drama class, and three science classes have made over 120 signs to go on all the classroom

receptacles. The environmental club regularly collects the paper and plastic bottles from each classroom and takes turns collecting recyclables during our lunch period. We have gotten a newspaper recycling bin in our parking lot and have a planned paper-drive in January. Currently, a local store allows us to bring in school-collected recyclables and use their bins or we take them home to our personal recycling bins. I have been thrilled with the community’s response to recycling! Thanks MAMEA! No 2008 Informal Education Grant was awarded. 2007 and earlier

No records available for grants awarded.

Documents

Mid-Atlantic Marine Education Association Educational ...web.vims.edu/adv/mamea/docs/MAMEA_GrantsAwarded.pdf · Using a model developed by a science specialist from Hanover County,