Explore awards

Use the filter menu and interactive map to explore the past competitions offered and grants awarded through the Environmental Literacy Program.

To learn more about project findings and outcomes, view the summaries of our grantees’ summative evaluation reports.

Ocean Sciences Curriculum Sequence for Grades 3-5

Lawrence Hall of Science offsite link · Berkeley, California
Funding: $720,641
Year: 2007
In close collaboration and partnership, the Lawrence Hall of Science (LHS) at the University of California, Berkeley, the Jacques Cousteau National Estuarine Research Reserve, the Coastal Ocean Observation Laboratory (COOL), Rutgers University Institute of Marine & Coastal Sciences, and the Carolina Biological Supply Company will update, adapt, transform, and widely disseminate existing instructional materials from the LHS Marine Activities Resources & Education (MARE) and Great Explorations in Mathematics and Sciences (GEMS) programs.

In close collaboration and partnership, the Lawrence Hall of Science (LHS) at the University of California, Berkeley, the Jacques Cousteau National Estuarine Research Reserve, the Coastal Ocean Observation Laboratory (COOL), Rutgers University Institute of Marine & Coastal Sciences, and the Carolina Biological Supply Company will update, adapt, transform, and widely disseminate existing instructional materials from the LHS Marine Activities Resources & Education (MARE) and Great Explorations in Mathematics and Sciences (GEMS) programs. The materials will provide teachers with a standards-based tool for teaching basic science using the ocean as a compelling integrating context. The materials will be grounded in current research on teaching and learning and designed to connect to the Ocean Literacy Essential Principles and Fundamental Concepts, and national and state science standards. The activities will be thoroughly pilot and field tested to ensure their effectiveness and applicability nationwide. The finished product will include print materials for teachers, with inquiry-based learning activities, student readings and data sheets, curriculum-embedded assessments, and commercially available materials kits that will allow the Sequence to be adopted by whole school systems and/or states (see http://www.lhsgems.org/CurriculumSequences.htm).

Award Number: NA07SEC4690003
Grant Dates: 10/01/2007 to 09/30/2010
PI: Craig Strang
State: California   County:   Alameda District: CA13
Partners: National Estuarine Research Reserve (NERR) Jacques Cousteau · Rutgers University ·

R4Ed: Rigor, Relevance, and Relationships in Resilience Education

Funding: $389,427
Year: 2018
Rigor, Relevance, and Relationships in Coastal Louisiana Resilience Education (R4Ed) helped high school students in coastal Louisiana learn through data analysis about the science of hurricanes in a warming world, learn through local stories about impacts of hurricanes, and then identify resilient actions that could help keep their households and their communities safe.

Rigor, Relevance, and Relationships in Coastal Louisiana Resilience Education (R4Ed) helped high school students in coastal Louisiana learn through data analysis about the science of hurricanes in a warming world, learn through local stories about impacts of hurricanes, and then identify resilient actions that could help keep their households and their communities safe. To accomplish this the UCAR Center for Science Education worked with the NCAR Capacity Center for Climate and Weather Extremes and the South Louisiana Wetlands Discovery Center to develop a high school curriculum called Hurricane Resilience. During 20 days of instruction, students make connections between the science of hurricanes, how they affect their community and region, and how we can plan for a more resilient future. Making local connections, students develop an understanding of 1) the risks that their community faces now and in the future due to hurricanes and tropical storms, 2) how sea level rise increases the risk, and 3) how our actions can help us be less vulnerable and more resilient. The curriculum unit aims to empower high school students to have a voice in resilience planning and understand the relationship between the science of hurricanes and the local impacts these storms have on people and places. Hurricane Resilience is available online and adaptable for high schools in any coastal location where hurricanes pose a threat. The R4Ed project worked with science curriculum coordinators in Terrebonne and Lafourche Parishes, Louisiana, to ensure that the curriculum would meet the needs of their districts. We pilot tested the curriculum in three high school environmental science classes at South Terrebonne High School in Houma, Louisiana. The finalized curriculum was modified to work for in-person, hybrid, and virtual learning formats during the pandemic. The implementation was scaled up to serve 600 students instructed by 12 teachers in Terrebonne and Lafourche Parishes, LA, during the 2020-2021 school year and then approximately 1000 students during the 2021-2022 school year. Teacher professional development workshops instructed virtually when Covid-19 risk was high and in-person when risk was lower, oriented teachers to the lessons. Over the course of this project, Hurricane Resilience reached 1658 students and approximately 80 educators. In addition, the project reached 220 members of the public during a community event in 2019. Evaluation results indicated that resilience was not part of the environmental science curriculum prior to Hurricane Resilience and 92% of the teachers in this project had never addressed resilience in their environmental science curriculum before this project. Teachers instructing Hurricane Resilience indicated that the curriculum engaged students in concepts that impact their daily lives and the future of their community. We continue to support implementation of Hurricane Resilience in area schools and find ways to build on this foundation, assisting young people as they develop decision making strategies that will help them navigate risk and decrease vulnerability as related to hurricanes, climate change, and sea level rise in the rapidly changing Louisiana Bayou.

Award Number: NA18SEC0080003
Grant Dates: 10/01/2018 to 12/30/2021
PI: Elizabeth "Lisa" Gardiner
State: Colorado   County:   Boulder District: CO02
Partners: NOAA Earth System Research Laboratory (ESRL) · University Corporation for Atmospheric Research (UCAR) National Center for Atmospheric Research · Louisiana State University (LSU) / College of Art + Design · Center for Planning Excellence · University of New Orleans / Center for Hazards Assessment, Response & Technology (UNO-CHART) · Terrebonne Parish School District / South Terrebonne High School · South Louisiana Wetlands Discovery Center · Louisiana Department of Education · Lafourche Parish School District · Terrebonne Parish School District ·

Environmental Literacy for Alaskan Climate Stewards (ELACS)

Funding: $499,888
Year: 2018
The Environmental Literacy for Alaska Climate Stewards (ELACS) project served 84 K-12 educators and 1,080 Alaskan students in predominantly Alaska Native coastal villages. The project provided opportunities to build understandings of how climate change impacts local environments, increase overall climate literacy, and contribute to community resilience. Participants were primarily from the Chugach School District and the Kenai Peninsula Borough School District, both located in the southcentral region of Alaska.

The Environmental Literacy for Alaska Climate Stewards (ELACS) project served 84 K-12 educators and 1,080 Alaskan students in predominantly Alaska Native coastal villages. The project provided opportunities to build understandings of how climate change impacts local environments, increase overall climate literacy, and contribute to community resilience. Participants were primarily from the Chugach School District and the Kenai Peninsula Borough School District, both located in the southcentral region of Alaska. Students and teachers in the Aleutian Region School District, Nome City Schools, and the North Slope Borough School District (southwestern, northwestern, and northern Alaska, respectively) participated to a lesser extent in novel learning experiences made available through collaborative partnerships that emerged during the grant period. The project focused on three areas: teacher professional development, classroom instruction, and community engagement. Professional development included training in project-based learning and co-teaching/coaching sessions with master teachers. Classroom instruction engaged students in meaningful, innovative, place-based, project-based learning, and citizen-science activities focused on site and community needs. Students monitored their local environments, built or otherwise used ocean observation systems, collected data, and represented their new knowledge through presentations and art. Significant outcomes included student work on the relationship between phytoplankton and salmon conservation in Chenega Bay, a Living History Project that engaged community members and elders with traditional ecological knowledge in Tatitlek, and engagement in weather and environmental monitoring plans for the community of Whittier (potentially threatened by tsunamis generated by unstable slopes in a nearby fjord). Students shared active research regarding impacts and available resources. ELACS aligned with and supported NOAA’s educational mission by helping the target populations understand and predict changes in climate, weather, oceans, and coasts. This project promoted students’ environmental stewardship and a deeper understanding of a changing environment at both local and global levels. Throughout the four-year project, students and teachers worked with scientists and experts in education, climate change, and marine science using project-based learning approaches and educational technology. A notable (but not exhaustive) list of partners included researchers from NOAA’s Kasitsna Bay Laboratory, the College of Fisheries and Ocean Sciences and the International Arctic Research Center (both at the University of Alaska Fairbanks), the Polar Science Center (University of Washington), Ground Truth Trekking, and the Center for Alaska Coastal Studies. Educational consultants included STEMisEd, Teknikio, NexMap, Build-A-Buoy, and EcoArt Expeditions. Corporate and non-profit partners included WeatherFlow, Inc., Batelle, Inc., Cook Inlet Tribal Council, and Alaska Science Teachers Association.

Award Number: NA18SEC0080011
Grant Dates: 10/01/2018 to 05/31/2022
PI: Douglas Penn
State: Alaska   County:   Anchorage Borough District: AK00
Partners: National Marine Fisheries Service (NMFS) / Alaska · National Estuarine Research Reserve (NERR) Kachemak Bay · NOAA National Centers for Coastal Ocean Science (NCCOS) / Kasitsna Bay Laboratory · U.S. Integrated Ocean Observing System / AOOS · U.S. National Ice Center · University of Alaska (UA-Fairbanks) / College of Fisheries and Ocean Sciences · University of Alaska (UA-Fairbanks) / International Arctic Research Center · Washington College / Center for Environment & Society · Kenai Peninsula Borough School District · Chugachmiut · City of Whittier · Tatitlek Village Ira Council · Chenega Bay IRA Council · Center for Alaskan Coastal Studies · Cook Inlet Regional Citizens Advisory Council · Battelle, Inc. · University of Washington (UW) / Polar Science Center · Weather Flow · Teknikio · Ground Truth Trekking · Cook Inlet Tribal Council · Alaska Science Teachers Association · Alaska Conservation Foundation · STEMisED · NextMap ·