Live Green Teacher Grants

Click on a winner's name for a description of their project.

Chris Anderson
Gateway Regional Jr/Sr High, Woodbury Heights, NJ, Gateway Regional District

In this project, students will design, build, test and monitor subsystems for a larger aquaponics system. Using organic methods, this biodynamic farming design problem requires students to sustain plant and aquamarine life (herbs, lettuce, and Tilapia fish) within the same symbiotic relationship, using eco-friendly materials, all the while conscious of their carbon footprint. No chemicals are used and byproducts are recycled back into the system. Students also collect fish waste and turn it into fertilizer for the school courtyard garden beds, while the edible plants and fish are to be used by the cafeteria and consumer science courses. The chemistry students help to monitor the water quality and the biology students conduct research and analyze data on the fish and plants.

Tim Bliss
Superior Central School, Eben Junction, MI, Superior Central Public Schools District

Classes will build two wind turbines that will supply electricity to generate light for 3 to 4 classrooms. One turbine will be a horizontal axis design and the second will be a vertical axis (VAWT) design and both will utilize high output permanent magnet generators capable of generating 500 watts each at moderate RPMs. If successful students will build two turbines a year until all classrooms and administrative offices are being supplied with wind generated light. To do this they will need to create separate "wind" electrical circuits for each room involved that operate low wattage fluorescent or LED fixtures. Due to the school's proximity to Lake Superior, average wind speeds will sustain electrical demands on most days, but there are days when winds are too light for electrical production. For this reason battery banks will need to be created so electrical energy can be stored when output exceeds demand.

Martin Boucek
Lynd Public School, Lynd, MN, District 415

Students will research and explore different energy sources by developing models of hydrogen-powered cars, windmill turbines, and houses that use the newest technologies in building, including solar panels, greenhouses, and desalination systems. Middle school students will then deliver lessons about renewable energy to the elementary classes, providing resources and promoting environmental education for the entire school.

Tiffany Braby
MS 319, New York, NY, District 6

Students in urban New York will experiment with green roofs to determine if, in fact, green roofs save energy. They will monitor and compare the temperature of one building with a green roof and one building without. Students will develop this project hands-on from start to finish. They will blueprint and construct the model buildings, plant the green roofs, track water retention over a period of time, and monitor the buildings' structure for deterioration. Students will observe and record temperatures inside the buildings before and after the roofs are completed, and draw conclusions about their results.

Ryan Bremner
Sara Scott Harllee Middle Sch, Bradenton, FL, School District of Manatee County

Students have diligently worked to repair a non-functional golf cart formerly operated by the district's maintenance department. They repaired the damaged mechanical components, tested the electrical systems, and refinished the badly damaged body panels. Now they'd like to expand the project by creating a zero-impact vehicle capable of transporting staff and visitors around the school campus. The project will free the cart from the electrical grid by installing a photovoltaic panel to the roof and charging the cart's batteries with clean solar energy. In addition, students came up with a scaled up version of the project to redesign enough zero-impact vehicles to run a free shuttle service for students ineligible for bus service due to the proximity of their homes.

Christine Caputo
Windham REAL School, Windham , ME, Windham School District

This project will engage the at-risk students who attend the REAL school in monthly coastal cleanup efforts that feature water and sediment sampling. Working with Friends of Casco Bay, students will monitor water quality and problem solve to reduce human impact on the marsh, estuary, and coastal ecosystem. They will do this by collecting data and water samples to determine nitrogen levels and their effects on microfauna in the sediment. They will then produce public service announcements that will increase awareness about best practices for keeping the Bay free of toxins and other pollution.

Sharon Cutler
Lawton Chiles, Tampa, FL, Hillsborough District

This project will continue innovative hydroponic farming with the use of solar energy. At a time when energy conservation is on the minds of everyone, this combination of gardening and solar power seems a perfect combination. Purchased solar panels would be used to power submersible pumps that circulate treated water through the hydroponics system. Adding the solar hydroponics gardens to the site will serve to enhance the outdoor enjoyment for all students while exciting their curiosity to understand the mechanism enabling the equipment. Through this project, students would learn about water and energy conservation using solar adaptations as well as gaining a better understanding of botany.

Gregory Domgaard
Farmington Junior High School, Farmington, UT, Davis School District

Using the school WeatherBug station, students will monitor and track wind and sun for an entire school year to consider ways in which they might be utilized to generate electricity for the school. Once the students have collected, sorted, and plotted the data from the weather station they will build small scale balsa wood models of a wind tower and research how real wind towers work. In addition, they will test a solar panel with angle of incidence and determine how much solar energy reaches the school at its latitude and longitude each quarter and show seasonal variance in solar influx. To showcase their work and create awareness of the program, students will generate a green energy web page and link it to the school website.

Lynn Endres
Olentangy Shanahan Middle Sch, Lewis Center, OH, Olentangy Local School District

By creating a totally organic garden and sustaining it with scraps from the school cafeteria, students will learn that organic gardening is not only a good choice for their bodies but also beneficial for the environment. Vermicomposting will help to create nutrient rich soil which will be used in the organic garden. The students will be able to observe the worms’ life cycle and the worms will produce castings that will help to grow better products in the garden. They will be able to measure the ph, phosphorous, nitrogen, and potassium levels and make hypotheses about growth rates based on the type of food the worms were fed. All students will have a role in growing and sustaining the garden and managing the composting program, and the garden will serve as more than just an excellent resource for science classes and be a shared community space and learning center for the school.

Kyle Ferguson
Columbia Elementary School, Kings Mills, OH, Kings Local School District

Students will be engineers that are called upon to do something about the rising costs of energy production and increase in greenhouse gases in a local city. After direct instruction on the different types of renewable resources, students will construct a model layout of a new city after converting it to all renewable resource energy production. Students will construct mini generators that are powered by the wind to turn on tiny incandescent light bulbs. Students will also construct mini solar panels and water wheels to demonstrate their understanding of clean, cheap and endless energy production for America’s future. The entire school will be involved in this project by observing a mini science fair of the projects where students will explain how wind power and other forms of energy work. This mini science fair would kick off a month-long period where students, faculty and staff would make honest efforts to conserve energy in the building and at home.

Patrick Ferrick
Town Of Webb School, Old Forge, NY, Town of Webb USFD

The goal of this project is to create a kit that will allow students and teachers to construct a working model of a Stirling Cycle heat engine, a high-efficiency device for converting thermal (heat) energy to mechanical work, which can then be used to generate electricity. Students will use computer CAD and CAM programs along with a CNC machining center that they have designed and built themselves to fabricate parts for the engine. Curriculum materials will be developed so that the heat engine can be used to enhance science instruction.

Grace Finn
Forest Park Middle School, Forest Park, IL, District 91

In this project, students will examine current and potential energy uses of water, wind and solar power. Woking in teams, students will build and modify structures to capture, use and store energy with project-based learning strategies. They will build a working watermill, windmill, solar house and solar car and analyze the information and data gathered. To maximize their learning, students will articulate their discoveries to others by writing, directing and editing their own video podcast.

David Getner
Guajome Park Academy, Vista, CA, Vista Unified School District

Students will look at practical ways to understand concepts of energy and alternative fuel sources. They will look at new energy sources, plus ideas and plans that have already been implemented in the area of alternative renewable energy. They will do this by looking at the new technology of fuel cells. For example, PEM fuel cells produce electrical power from hydrogen gas. PEM fuel cells now in development will be used to power cars of the future, and provide heat and power for homes, laptops and mobile phones. Students will create hypothesis situations and evaluate the potential of this actually happening. In addition, project assignments will teach students about heat and light energy from the sun, energy from wind, as well as electrochemical and plant energy. In this series of assignments, students will learn how to transform and use forms of energy.

Kerry Girardin
Phoenix Multi-Cultural Academy, Detroit, MI, Detroit Public Schools

In this 8-week unit, students will explore different sources of energy and how those sources affect the environment. Each group will teach their own lesson and conduct an activity with the entire class. Afterwards, students will debate the merit and sustainability of each energy source. Utilizing their knowledge and personal choice, each group will create a SimCity model for a new, fictional city. If accepted, these models may be presented at the next conference and competition. Finally, students will access and reflect on their own energy consumption and environmental impacts.

Dave Green
Brandon Middle School, Ortonville, MI, Brandon School District

Science classes will plant native plants and trees along Kearsley Creek in Michigan to establish a riparian buffer zone to help maintain the cold water trout status of the stream. They will monitor the stream's health and see how parameters change over time, both after storm events and during droughts, through macroinvertebrate sampling and chemical testing. They will coordinate with local conservation organizations to make sure that proper design and best practices are followed in trying to rejuvenate the stream ecosystem, and work towards educating the community as to the importance of stream health and buffer zones.

Wesley Hill
Berlin Cmty Elementary School, Berlin, NJ, Berlin Boro School District

Students will determine the most efficient turbine by comparing the highest record RPM or the greatest average RPM. They will design, estimate construction cost, construct, analyze project risk, evaluate cost savings, and determine its efficiency by monitoring the turbine’s rotational speed. They will use a wide variety of materials and designs as they explore wind turbine technology. The goal is create a turbine that turns as fast as possible when exposed to a wind source for a specific period of time. Software will monitor and display the rotational speed of a horizontal wind turbine. Finally the students will construct and build a real wind generator to supplement power at the school athletic field.

Melissa Jaeger
Lakeshore Middle School, Grand Haven, MI, Grand Haven Area Public Schools

Students will participate in energy exploratory courses which focus on conservation of energy resources. In one, the class will write, produce, direct and perform a play about conserving energy, to be peformed for the nearby elementary school. In a second, students will play the role of teacher, and prepare energy related lessons for the younger students. In the third course focused on alternative fuels, students will build model cars, make a small amount of ethanol and biodiesel, and finish with a race. Finally, the courses will culminate with the implementation of a conservation plan for the entire school. Students will use data logging instruments, energy bills, and incidental reports to assess the effectiveness of their plan.

Stephanie Jauch
Little Miami Intermediate Sch, Morrow, OH, Little Miami Local Schools

Students will learn to become aware of energy waste at school and at home. First, they will keep a diary of electricity consumption, and using online tools from the local energy company, convert their usage to kilowatt hours. As a class they will calculate their total electricity consumption, and experiment with ways to conserve energy such as installing insulation, using power strips, switching to CFL bulbs, turning appliances off when not in use, and using lower water temperature and pressure when appropriate. Students will then compete in groups to see who can save the school the most money by conserving the most energy. Finally, students will take their lessons home and encourage their families to join the challenge.

David Knopp
Teeland Middle School, Wasilla, AK, Mat-Su School District

The project will involve students in actually collecting recyclable products in the school, understanding elementary drafting, making architectural models, using wind and solar power to generate electrical current, and putting all of these topics into the construction of a model recycling plant that generates some of its electrical needs with green power. Students will accomplish this by designing and building a model building for a local recycling plant. The model building will use miniature solar panels and miniature wind generators to generate some of the electricity for the model. These models will have working lights and switches from recycled cardboard, mixed paper and many other materials. Finally, students will make a digital story of their project which will be shown and distributed locally to increase public awareness of the need for increased recycling and use of alternative energy to decrease the carbon footprint in the community.

Jennifer Kolb
Lansing Middle School, Lansing, KS, USD 469

The “Discovering Alternative Energy” (DAE) program is designed to assist students in developing in-depth understandings of alternative and renewable energy resources through interacting with models conveying green living concepts. Working with manipulatives will afford students the opportunity to become better acquainted with new technologies and how these can be used to transfer renewable and alternative energy from one form to another. This project will highlight the benefit of alternative energies and renewable living and expose students to new technological advancements in an effort to further their understanding of of the role alternative energy and renewable energy plays in the world today as well as their potentials for future use. After completing a sequence of activities and experiments, students would select an energy source and present their findings to their classmates.

Jonathan Loomis
Washington Middle School, Honolulu, HI, Hawaii Department of Education

Students today are growing up in a world facing mounting environmental problems and as populations boom, an ever-shrinking supply of land. There are few places where the challenge of effective land use is more pressing than in Hawaii. In an effort to connect school-based activities to real-world experiences and prepare students for the important choices they will make as adults, the sixth grade students will work in groups in their history, language arts, mathematics, science, and technology classes to draft a plan for a new urban development on their home island of Oahu. The urban plan will include a layout for the new development detailing parks, zoning, and transportation. As part of the plan, students will interact with local community leaders from the city's planning commission, private urban designers, and employees of the local utilities companies. As the culmination of the project, students will present their designs to the community at an evening showcase.

Gary Lovely
Edgewood Middle School, Hamilton, OH, Edgewood City School District

This fall, Edgewood 8th graders will be using bio-mass digesters to study how to convert common biodegradable waste materials into energy. They will begin the study using pig manure from local farms. From this preliminary experiment, students will gain basic knowledge of anaerobic decomposition. Data will be taken as to optimum production at given temperatures as well as the best carbon to nitrogen ratios for the batches. Students will then research what other biodegradable materials could also be used. The teacher will lead the students towards experiments with other biodegradable materials such as municipal waste (grass clippings, leaves, and wood chips), cafeteria leftovers and other agricultural by-products. From data taken during these experiments students will determine the most viable biodegradable materials.

Chelsi Melder
Weymouth Twp Elementary School, Dorothy, NJ, Weymouth Township School District

This project seeks to provide students the opportunity to research the use of wind power as an alternate energy source, and to make recommendations regarding its practicality as a power source for southern New Jersey. Students will evaluate the strengths and weaknesses of data, claims and arguments, and communicate experimental findings to others. Students will identify questions and make predictions that can be addressed by conducting investigations. They will design and conduct investigations incorporating the use of a control and collect, organize, and interpret the resulting data. Students will conduct on-line research, collecting current data regarding the productivity of wind farms, world-wide. Students will use lessons which focus on the physics and technology of wind power and will build a virtual model of a wind turbine, which makes it possible to calculate the production of a real, large turbine at different speeds, the variation of the wind speed depending on the height of the tower, and the roughness of the landscape. The class will visit the Jersey-Atlantic Wind Farm, operated by the Atlantic County Utilities Authority Wastewater Treatment Facility, in Atlantic City, New Jersey, to view, first hand, wind energy in action. Students will build a windmill solar house to demonstrate the application of renewable and non-pollutant energy in daily lives.

Teddy Mwonyonyi
Carl & Louis Stokes Academy, Cleveland, OH, Cleveland Metropolitan School District

The objective of Go Green Be Clean Project is to give students an opportunity to provide a service to the school community while learning important concepts related to water quality as they develop an understanding of pollution issues and the value of a clean environment. Students will work with the North Eastern Ohio Regional Sewer District to visit the local water treatment plant, collaborate with the Department of Natural Resources, develop a school marketing campaign to create awareness about pollution and recycling, clean up the school grounds, improve recycling programs, and develop videos and PowerPoint presentations to be used as teaching resources for the primary grades. Go Green Be Clean Project will engage students in intentional ways: they will improve in technological literacy and skills; they will develop civic responsibility as they perform service tasks; and they will carry lessons learned beyond the classroom to their families. Overall, this project will help students develop an awareness of the impact of their behavior as global citizens, and, it is hoped, ultimately change habits, attitudes and behaviors.

Denise Oppenhagen
Rippon Middle School, Woodbridge, VA, Prince William County School District

With an increase in gas prices, focus is being put on alternative energies -- solar, wind, hydrogen, and biomass. While wind turbines are useful in the undeveloped west and near the ocean, are they a viable alternative in suburban areas? Students will work with small wind turbines and a solar electricity system to determine the efficacy of using wind turbines as an alternative source of energy. At the end of the school year, students will present their findings to the school board and the public via the local newspaer. Throughout the course of the school year, they will participate in a blog set up on the class website to communicate with each other and share their findings.

Gary Popiolkowski
Chartiers-Houston Jr./Sr. High School, Houston, PA, Chartiers-Houston School District

Urban sprawl and development of land directly affects the health of a watershed. With the increase in development experienced by this community, there has also been an increase in the amount of stormwater runoff and flooding. The students will use a problem based learning approach to investigate green roof technology. The Technology and Math teachers will assist the students in the design and building of green roof models on a storage trailer behind the school. They will test several parameters to check their effectiveness, including differences in UV radiation, indoor/outdoor temperatures, indoor humidity, pH and the amount of rooftop runoff. The English and Art teachers will assist in preparing a student produced brochure and PowerPoint presentation of their findings to present to the school board and township supervisors.

Diane Rogers
Milwood Magnet School, Kalamazoo, MI, Kalamazoo Public Schools

Eighth grade mathematics students will experience what it is like to be a biotechnology engineer this school year. Students will study three units focused on the themes of Bio-Fuel, Environmental Biotechnology and Sustainable Systems while mathematically they study linear, quadratic, and exponential relationships. These broad concepts will be focused on three essential questions: How do rates of energy source consumption and production affect the economy? How does society accurately use information to make decisions? How do human actions affect the environment? Students will apply the mathematics directly to the issues related to renewable energy resources. Students will also learn 21st Century skills such as critical thinking, collaboration, problem solving, and technology literacy skills as they work together to find solutions to environmental problems. A culminating activity has been designed to tie the biotechnology concepts together. Students will build solar powered vehicles that will be evaluated based on design, the construction process and a functionality test. During the project, students will be expected to use the mathematical concepts developed in the unit to improve the performance of their vehicle.

Victoria Schmitz
Imagine Schools at West Gilbert, Gilbert, AZ, Imagine Schools

The goal of this project is to have students analyze environmental risks, such as pollution and destruction of habitat, caused by human interaction with biological or geological systems, for example, the overuse of fossil fuels, while proposing viable solutions to address these problems. In the classroom, students will research and explore current technologies for creating a sustainable community, and participate in a "Solar House Competition" to see who can design and build the best model of an energy efficient house. Students will share their knowledge in an oral presentation to the younger grades, and display their solar houses for the entire school to examine. Community members will interview students about their projects and judge them based on observable "green" characteristics, creativity, and a clear understanding of sustainable concepts. All students will be given an "Energy Efficient Home Builders Award".

Katie Schoenke
Riverview Middle School, Barron, WI, Barron School District

In an era of skyrocketing fuel costs, students were inspired to create an alternative energy powered greenhouse. This greenhouse will receive energy provided by a wind turbine and provide enough electricity to allow the growth of fruits, vegetables, and flowers. The project will awaken students to the reality of using alternative energy in everyday living and the hands-on experience will provide cross-curricular learning opportunities for the students involving agriculture, math, science, reading, and writing. Students will study wind power in-depth to understand how mechanical energy is converted to electrical energy, consider the cost of implementation and types of federal incentives available for the use of alternative energy, learn about soil testing as well as the benefits of organic farming methods, and collaborate with local community members, farmers and organizations. Finally, they will document their project by creating DVDs to use in presentation to the local school board and service organizations.

Tammie Schrader
Cheney Middle School, Cheney, WA, Cheney School District

With drinkable water getting more and more scarce it is imperative that students understand the issue of sustainability as it relates to water.  The community is in a position to ration water for lawns in the summer and every year there is a shortage of water. This project will focus on the problem of water quality and its sustainability by having students work in the local streams above and below the waste water quality treatment plant and do testing, such as pH, temperature, dissolved oxygen content, turbidity, and invertebrate life. Students will tour the local waste water quality treatment plant, and then design their own lab questions and experiments.  The students will then go to various community locations and conduct the experiments they designed. Using digital cameras to photograph their data testing sites and graphing calculators to analyze their data, students will develop a presentation to share with the school and community at a town meeting.

Nancy Schunke
Dunbar Middle School, Lubbock, TX, Lubbock Independent School District

Students will act as wind engineers and have the opportunity to design and build their own windmills using PVC pipe, motors, and other basic construction supplies. In addition, students will attempt to use their windmills to power small electrical objects such as lights, battery chargers or music players. Next, students will use their knowledge of wind energy and fuel cells to envision how these alternative energy sources will be used in the cities of the future. Students will be asked to specifically incorporate wind energy and fuel cell technologies into their future city designs, justifying their ideas with information and data gathered from part one of the project. Students will be asked to not only think about the need for the energy source, but also incorporate architecture in designing for the needs of the city. Incorporating a more hands-on approach to teaching about alternative energy sources in the classroom will help to engage students in understanding the need for developing the energy technologies needed to end the current reliance on fossil fuels. The overall purpose of the project will be to make the study of alternative energy real and exciting for the students as well as hopefully inspire them to pursue engineering and science careers.

Karen Shaffran
Cedarbrook Middle School, Wyncote, PA, Cheltenham School District

The purpose of the Tookany Creek Watershed Project is to engage young people as effective citizen-scientists to identify and solve problems in their watershed. Students identified several major water-related issues facing the community, and designed and implemented a variety of projects to begin improving the health and quality of the watershed. The program culminated in a community-wide Earth Day Festival at Cedarbrook Middle School, which brought in over 1000 neighbors who were educated and motivated by the students’ work. Students learned and practiced techniques for water chemistry analyses, macroinvertebrate studies, and community inventory in and around Rock Creek, which flows behind the school building. Students then took those skills to their own neighborhoods and repeated the process in their local creeks. Once problems were identified, an expert panel comprised of professionals in each of the areas of concern led a half day symposium at the school. Students selected and attended sessions focused on the three issues that most concerned them to enhance their understanding and begin to develop action plans to remediate those issues. This year, students will design a detailed watershed monitoring plan to better understand how the creeks are being impacted by human activity and to monitor the effectiveness of their remediation projects.

Amy Stump
Toltec Middle School, Eloy, AZ, Toltec School District

This project will begin with an exploratory wiki-page or web quest that addresses sustainable energy sources and the need for them. From there, students will participate in a hands-on project to design and build a sustainable fuel toy car. After exploring a number of environmental issues including acid/base chemistry of water, toxins, pollutants, and waste decomposition, students will begin a capstone activity to design and build a future city that incorporates environmental sustainability concepts and practices. It will include all major infrastructure and systems ncessary to the function of a city. Students will develop proposals on how to incorporate some of their research into the school and community, and the projects and proposals will be presented to the community and school board.

Linda Wamboldt
West Milwaukee Middle School, W Milwaukee, WI, West Allis West Milwaukee School District

The students are conducting experiments with solar power to promote conservation throughout the district, and have proposed that the school building pilot a solar thermal water heating system. With the data collected by the students, the district will be able to determine if the other schools in the district should use this solar warming system on their water heaters. Students will report their data at school board meetings, and findings will also be shared with other officials in the community.The program will provide students with the ability to think critically and develop crucial analytical and technical thinking skills.

Herb Wansitler
Grand Blanc East Middle School, Grand Blanc, MI, Grand Blanc School District

The 8th grade students at Grand Blanc East Middle School produce a live daily show that is viewed by approximately 1,000 students in grades 6-8 each morning.  The 2008-09 television production classes will create a series of public awareness video segments bringing light to environmental issues related to water pollution and conservation of water. Through small group field trips to the Great Lakes and local bodies of water they will present these issues from a student's point of view. These videos will air on the daily shows in the school and on the community educational channel that reaches over 20,000 homes.  In addition students will make podcasts and vodcasts that could be placed on the Internet sharing the same information.

Laura T Ward
Clay Academy, Woodstock, IL, D200

Special education students will expand their environmental studies with a program devoted to clean fuel sources. The cross-curricular program, which will involve science, geography, language arts, living skills, and vocational education, will include a pen pal campaign with students in the oil-rich state of Alaska, a science lab contrasting different types of fuels, a game station featuring "food for fuel" trivia, and the development of an ethanol garden featuring organic corn.

Jody Wells
Benjamin Franklin School, Uniontown, PA, Uniontown Area School District

Students will research alternative forms of energy and ways to change current living habits in order to "live green". They will compile energy needs, conservation capabilities and information on how new energy sources work. All aspects will be explored: cost, materials necessary (equipment), natural resources available and feasibility study of climate and geographic location. These research projects will be used for oral presentations to practice public speaking skills, as well as podcasts for internet posting. The research will also involve web-based communication with business and/or research facilities through the use of video conferencing. All of this will be incorporated for the purpose of making informed decisions on the best means of energy conservation. Students will then formulate their opinions into persuasive essays.

Leon Weyant
J Frank Faust Jr High School, Chambersburg, PA, Chambersburg School District

Students will research effects of disposal of obsolete or otherwise no longer useful technology items (ie: computers and peripherals, scanners, speakers, projectors, vcrs, televisions, etc.) within the Chambersburg Area School District. Research will include current district policy, types of pollutants resulting from each item, the effect of these pollutants on the environment, especially the water table and aquifers, problems with long-term storage/landfill of items, quantity of items being produced by today’s society and planned obsolescence, and corporate responsibility in the creation of these items and marketing of same to society. They will look at how this issue is handled in other countries, and compare those findings to see the practicality in the application of those solutions/practices to that of the United States. Finally, they will create a presentation demonstrating this information in preparation for a presentation to the school board, making recommendations to the board for the district’s handling of these items.

Vonda Wood-Smith
Dayton Boys Prep Academy, Dayton, OH, Dayton Public Schools

The students will be designing projects that will help them understand urban issues related to waste and water conservation in the city of Dayton. They will work with waste collection agencies, Parks and Recreation, city and state officials, and local universities. The cross-curricular program will involve researching, gathering data, designing graphs, probability, problem-solving, and letter-writing to government officials. The project will culminate in a school Environmental Fair to display their projects.

Jeanie Zoller
Wyoming Middle School, Wyoming, OH, Wyoming City Schools

Sixth grade students at Wyoming Middle School in Wyoming, Ohio, will investigate renewable energy initiatives while learning how to locate and organize information using the resources of the school library. The program, Read Green, will be an ongoing weekly discovery of how to find, evaluate, and then record information on a renewable energy topic. Each sixth grade library class will create their own virtual Wyoming - built each week on the Smartboard, and using pictures, videos, applets, and PowerPoint presentations - showing how these renewable energies can be introduced to homes, transportation, small business, factories, and schools, ultimately resulting in up to six different virtual Wyomings.

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Thank you to our judging organizations:

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