Green Scholars Potential Projects 2015-2016Educating for Sustainability

Deciding on a project is probably the single most important action you could do in this program as it will be an activity you will see from start to finish! This is not to be taken lightly and could be the difference between you having an awesome time in this class or, not having an awesome time!

The following is a list of potential projects available to Scholars for this upcoming school year. However, Scholars will not be persuaded to choose one of these. The Scholars philosophy connects students to projects that excite them, ones that they have considerable interest; should a project exist outside this list, wonderful! Scholars are connected to projects based on their interest, first-come first serve basis, and their ability to meet the needs of the project and Community Partners. Your out-of-the-box thinking is welcome and encouraged!

Projects that have been taken are listed as UNAVAILABLE. Projects contained in this document are a combination of full time and portion projects (1/4, 1/3, & 1/2) which means two or more can be combined. You may see a logical combination of projects that you would like to propose. Green Scholars projects must: 1. Increase personal environmental justice, critical thinking, problem solving, civic accountability, community

engagement, stewardship of nature and passion for sustainable living practices2. Enrich students’ learning experiences in environmental literacy by developing their proficiency in e-

STEAM, 21st-century, writing and presentation skills3. Strengthen communities by fostering innovative collaboration through student service-learning

Guidelines for a Potential Projects:1. Ownership: the most important aspect of these projects is the investment of the students. A project must

enable the student to take ownership and responsibility.2. Sustainability: students are urged to become “greener” through these projects. Whether this is to educate

others or improve our community, we are committed to creating an environmentally friendly community.3. 21st Century Skills: students today must develop certain skills that are absolutely necessary to mitigate the

problems and prepare for the 21st century workforce. Partners will be mentors to these students and help them develop such skills as: Learning, Innovation, Career, Media, and Technology.

4. Achieve a Goal w/ Results: projects are designed to introduce students to the environmental field and keep them there. If a student completes a set task or objective we would them to see the further action that can be taken. In this aspect, a project is opening the door to bigger opportunities.

5. Difficulty: Scholars is an honors level class so projects are designed to challenge the student and should fit with a student’s particular skill set. Scholars will be held at a high level of work output and commitment!

6. Flexibility: Scholars is a small set block of time scheduled into the student’s day. Therefore offsite projects or elements of projects may need to be flexible to accommodate a varying schedule. However, students will have access to phones, computers and email during this time.

Project Sections:● Critical Green Team Projects ● External Community Partner Projects

● Other Green Team Projects● Other Projects and Ideas

Critical Green Team Projects: Projects that must be filled by incoming Scholars.

CRITICAL – Green Apprentice Manager (Full Project) (Red Pulver): A division of the Green Team is the Green Apprentices program which is the Manchester Essex Green Team Environmental Work Study. Apprentices collaborate with community members, staff, Green Team Directors, Green Scholars, and each other on researching, identifying, developing and instituting reasonable, logical, environmentally sustainable and cost effective green initiatives district-wide.  Apprentices assist this district in becoming sustainable with their initiative management and are provided with the freedom and responsibility to achieve at high levels. Green Team programs managed by Green Apprentices will help bring action to the Green Team mission of increasing individual responsibility and passion for sustainable living practices. Programs managed by Green Apprentices help focus the Green Team mission of increasing environmental responsibility and passion for sustainable living practices. This course satisfies a graduation requirement for science but does not count towards college lab science requirements. This Scholar would manage the increasing influx of apprentices and the work they perform for the Green Team. The Scholar best suited for this project would have inner working knowledge of the Green Team programs or a desire to do some learning outside the school year before the year begins. The Apprentices have a “How To Guide” that lists all the managerial duties that perform daily, weekly, monthly and yearly. This Scholar would manage this document and find new and unique methods Apprentices could perform work at a high level.

1. Learning Outcomes / Enduring Understanding:● Management● Presentation Skills

2. Special Requirements: The Scholar would need an interest in educating others and management 3. Out of school potential time: none really4. Transportation needs: none5. Level of independence: Moderate 6. Possible Community Partner: Magers 7. Prerequisite:

CRITICAL - Climate Change Action & Education Team (1/2 Project) ( Sarah Reed, Isabella Hickey, + 1 Scholar – one underclassman): This project is a major component of the Green Team. This team would address climate solution from a student perspective. The Climate Change Action Team (CCAET) will learn about innovative ideas and best practices related to greening their school, home and community. They will learn about things such as energy consumption, climate change and global warming then the team will educate others in climate issues and solutions. The team will be responsible for making the class weekly TWIS assignment which is the backbone of all climate education the entire program undergoes. This is a HUGE responsibility and needs to be exceptionally good! The CCAT team will also attend and present at periodic climate related events in order to educate others. The team will also update social media with meaningful information related to important climate issues. They will help to organize sustainability days and service days, and the team will also be expected to reach out to Change is Simple and find the funds that are necessary to bring them into our district. They will also be actively searching for important connections and opportunities for the team. Through this experience the Team will become experts in climate change. In an effort to educate others, the Team will follow monthly themes. They will use these themes for the Green Team’s curriculum. They will use these

themes for TWIS (the Scholars weekly homework). TWIS provides extended learning opportunities Scholars presented in different mediums both related and not related to the Scholar project for “homework.” Using different mediums including articles, podcasts, films, film clips, etc, assignments can vary in forms of written, recorded, or personal reflections, abstracts/summaries, or reactions to guided questions. Additionally, CCAT will be responsible for developing the next Sustainable Literacy Exam, a test made to evaluate a student’s environmental literacy. Connect with David LaForge. This is a 1/2 project, which means you will also need to obtain another project to work on when you are not being occupied with this one.

8. Learning Outcomes / Enduring Understanding:● Climate Change Education● Presentation Skills/ Public Speaking

9. Special Requirements: The Scholar would need an interest in educating others and educating themselves

10. Out of school potential time: moderate time out of school11. Transportation needs: very little12. Level of independence: Moderate to High13. Possible Community Partner:14. Prerequisite:

CRITICAL - Green Team Executive Assistant (1/2 - Full Project, depending): ( Sarah Reed, Isabella Hickey, Brandon Bartlett, Ben Strayton, + 1 Scholar – one underclassman): There are many responsibilities for this project and is quite possibly the most important to the success of the Green Team organization. The Green Team is in need of a formal and dedicated assistant to assist Director Eric Magers in managing district wide environmental sustainability initiatives, projects, students, and a myriad of other elements of this small business. Interested Scholars would have an interest in business, communications, would be highly motivated to promote sustainability, be organized and professional, and would be able to collaborate and communicate effectively in various mediums. Major duties would include presenting at conferences; writing grants, award nominations and applications; college intern acquisition; developing programs; assisting in directing Green Team Interns; further environmental education district wide; acting Treasurers to record and keep track of spending and revenue; manage communications to parents, students, and maybe staff and admin; support Green Team Directors; administering grants and initiating membership; assist in developing the new after-school activity “Green Team Network”; provide the Directors much needed outreach and social media connections for community awareness; writing grants and awards, and more. Also, this project would involve management of National Green Schools and anything that pertains to it. The Scholars Jr. Coordinator would possibly be interested in a career in education and have very good communication and presentation skills; working with children is an interest as well.

1. Learning Outcomes / Enduring Understanding:a. Leadership Skillsb. Public Speakingc. Environmental Educationd. Working within a Teame. Accountingf. Organization

2. Special Requirements: no special requirements needed3. Out of school potential time: some out of school time will be required; there will be many

deadlines we need to manage

4. Transportation needs: depends but some may be required to travel to Essex Elementary5. Level of independence: low, moderate to high6. Possible Advisors: Eric Magers7. Prerequisite:

CRITICAL - Social Media (Full Project): (Megan Clark, Jack Julian, Dan Rodier, & Reeve, + 1 underclassman) This team is critical to the success and expansion of our community education.  The Social Media Team for the Green Team works on getting exposure for the Green Team with the public. Scholars in charge of Green Team Social Media will manage and build all the websites associated with the Green Team including the following sites: Green Team, Seaside Sustainability, NSSP, Mr. Magers, internal Scholars & Apprentices. These Scholars will also manage the Green Team Facebook Friend and Like pages, The Bridge (our new social Media community partner) Twitter, and Instagram platforms. The role of social media is not limited to these websites. Other responsibilities include editing website postings, posting on our affiliate FB Community Partner pages, etc… In the future, social media could expand to working with Tumblr, Pinterest, etc. Those choosing this project will be expected to get your feet wet and get to know the platforms over the summer! Summer posting is extremely laid back, the Green Team just needs to have some form of presence while school’s out. Duties include: Posting on Facebook, Instagram, and Twitter about 2 times a week, going on at least once a week to like and share posts. It is a great opportunity to get a feel for social media. The time needed for such summer posting would be 15-30 minutes a week, simple right?!

1. Learning Outcomes / Enduring Understanding:a. Marketing Skillsb. Writing Skills

2. Special Requirements: Scholars must be able to operate the internet with tact and efficiency, specifically in the areas of social media. This Scholar would have significant experience and success in writing and have a significant interest in social media.

3. Out of school potential time: Scholars will spend 15-20 minutes a night posting on our SM pages. Each of the six days 1-6 must be covered by the team regardless of the quantity of Scholars

4. Transportation needs: None5. Level of independence: Scholars will need to be highly independent6. Possible Community Partner: Eric Magers and Scott Morrison7. Prerequisite:

CRITICAL - Energy Efficiency Management Plan/Electronic Purpose Policy/ Sustainable Business Network US Green Building Council Modules (1/2 Project) (2—3 Scholars) :  Manchester Essex Middle High School is becoming certified as a Sustainable Community Leader by SBN.  Manchester Essex has already received the highest designations available, being a Certified High Performing School (CHPS) certified School and a proud recipient of the Green Ribbon Award.  However, neither of these accolades developed any report or suggestions to continue the work to sustainability.  In the summer of 2014, SBN delivered their report outlining a myriad of solutions to meet more sustainable path for our school. The Scholar team taking on this project would be able to design their own project revolving around several issues including water management, materials and sustainable purchasing, green cleaning, energy management, transportation, indoor environmental quality, waste reduction strategies;  pollution prevention; and sustainability management (more model info

here). LEED Lab info here.  Scholars will evaluate and create a plan to improve the given area of interest. The Scholar would work to create policies and best practices for each module/ aspect of the school. This project would also develop a matrix to compare the greenness of schools using the Green Ribbon Pillars to start with.  Outcomes would be to share with other schools and creating case studies. SBN will act as a consultant providing information on almost anything desired. The Green Team has identified two fairly simple items that they would like to explore and implement immediately including preferential parking for green vehicles, replacing the restroom paper towel dispensers with electronic hand dryers, and hooking up the water walls to capture rainwater. This Team would work closely with their Advisor and the Facilities Department including Joe Lucido.  Mr. Lucido is a Green Team Co-Director and has an incredible wealth of knowledge.  We have developed an excellent relationship with our facilities department and we must maintain that relationship to the highest degree. Supporting their time, effort and support to our cause needs to remain one of our highest priorities.  Lucido’ s department  throughout the district works incredibly hard and often has little time for new initiatives and things that are not in need of immediate attention.  This project may also entail writing grants so someone on the team should find that writing comes fairly easy.

Additionally, Scholars working on this project will be heavily involved in creating an Energy Efficiency Management Plan and implementing Electronic Purpose Policy. These tasks are paramount to the success of the team because they have real world impacts; if the Scholar is successful in their project, the policy they create will have a lasting impact on the school and will make it greener for years to come. Examples of the policies Scholars would be pushing for are: a cold lunch program, buying Green Cleaning Supplies that are Green-Seal Certified, Operational Efficiency (a formal policy requiring the school to use Green Products), switching to Energy Star Appliances, using FSC-Certified Sustainability Harvested Wood, creating Animal Friendly Habitats, implementing a Minimal Mowing Policy, adopting a Tree Care Program, supporting companies that deliver their products using sustainable modes of transportation, and issuing an Anti-Idling Policy. This work will require Scholars to think critically and practically about how to market and implement this policy, and their work will be involved with school and town administrators.

1. Learning Outcomes / Enduring Understanding:a. Teamwork skillsb. Environmental Sustainabilityc. Government policy and regulationsd. Effective and professional writing proficiencye. Hardware installation understanding

2. Special Requirements: Organization is a must; desire to collaborate with stakeholders3. Out of school potential time: a moderate amount of time4. Transportation needs: would probably not require transportation other than to the district

schools every so often 5. Level of independence: Moderate level of independence6. Possible Community Partner/Advisor: Andy Mcgilvary, Steven Hunt, Eric Magers, Rob Page,

Michael Mullarkey7. Prerequisite:

CRITICAL - North Shore Sustainability Partnership (NSSP) (Full Project) : (Bradley Graves and Bella Mastendino) A Project Adventure effort provides participating north shore schools with a forum for collaboration to significantly advance their sustainability education and operations. The scope of work in each participating school is to be enhanced by collaboration with the other schools and engagement with their extended school communities. This project will develop into building and running a small business with all the opportunities and hurdles a small business encompasses. It will include editing the developed website; adding

daily to the social media applications; managing a tight budget; writing grants; developing sustainability days @ PA and others; finding local sponsorships for events; setting and managing deadlines; designing, planning and setting every two month meeting agendas; designing a social media strategy and outlets; newsletter platform; managing an extensive membership base of over 100 professionals and potentially 300 + students; creating a NSSP Student Council in collaboration with GreenSchools; writing grants (looking for $50K). Social Media platforms will include but not limited to website, Facebook Groups, Facebook Like Page, LinkedIn Group, PA Connect (a Project Adventure social media platform).

Goal #1: To advance initiatives that focus on healthy interdependence of the three pillars of sustainability including social justice, environmental protection, and economic prosperity.

Goal #2: To advance experiential education practices and learning opportunities for all partners and those they serve.

Goal #3: To foster a collaborative culture sharing experiences, best practices and resources among partners.

Objectives to support the NSSP goals will be realized:a) By advancing existing and new green initiatives that address degradation of the natural environment

and climate change.b) By developing systems of sharing sustainability strategies including student-led efforts.c) By fostering school cultures of generosity, responsibility, and environmental stewardship.d) By building community, leadership, and social skill development within and across school

communities to support sustainability education and practices.e) By enhancing community bonding, and offering an opportunity to learn more about environmental

issues facing the local region. 1. Learning Outcomes / Enduring Understanding:

a. Climate change educationb. Social media creation and managementc. Event planningd. Student group managemente. Small business managementf. Professional collaboration

2. Special Requirements: organization is key requirement of this project; professional communication; willingness to step of comfort zone; willing to collaborate with adults and communicate with students

3. Out of school potential time: there will be some out of school time. Meetings are usually held once every 2 to 2.5 months and we will have training days Scholars must attend.

4. Transportation needs: does not need his/her own transportation however would be helpful. Usually the scholar will need to attend the meetings, which could take place at any of the partner’s suggested location.

5. Level of independence: High level of independence required6. Community Partner/Advisor: Larry Childs & Eric Magers7. Prerequisite:

CRITICAL - Grant & Award Writing & Editing Coordinator (Full Project) (Ethan Ketchum & Niamh Dalton + 1 Scholar): This project is a highly important because grants are one of our biggest funding sources. This Scholar will be expected to research granting agencies to ensure they’re the best fit for a project. Once

they’ve determined if a granting agency is likely to give funds, these Scholars must meticulously follow the grant’s outlines, including writing about project descriptions and plans to track how the money is being used. Other guidelines of grants include financing where the money will go, how we will remain in contact with the granting agency, and attaching the necessary tax forms. This Scholar will also be in charge of working with Emily Arthur and distributing grants to other Scholars and editing those needed. This Scholar will manage a large database of grants and awards. He/She will also be in charge of assigning, or writing or editing awards that we might pursue. The Scholars interested in this would find writing pleasurable and possibly something they would like to pursue as part of his/her career.

1. Learning Outcomes/ Enduring Understandinga. Writing skillsb. Financingc. Organization

2. Special Requirements: Manage the grant database; ability to edit; concise and eloquent writing3. Out of school potential time: Meeting deadlines may require time out of school4. Transportation needs: Little to none5. Level of independence: Moderate to high 6. Possible Community Partners: Eric Magers & Emily Arthur7. Prerequisite:

CRITICAL - Seaside Sustainability (Full Project) (Jake Brugger + 1-2 Scholars – 1 underclassman): A soon to be non-profit organization that is entering its third year being run by a team of students at the Manchester Essex Regional School District. The primary goal of Seaside Sustainability is to develop a program where students from the surrounding communities learn about the importance of our oceans by training students on acidification, plastics, sea level rise, invasive species, etc. The Scholars working in Seaside Sustainability would have to write a considerable amount of grants to enable the use and maintenance of specialized equipment and boat. Grants that have been donated thus far are $7,500 and these Scholars will be looking to bring in over $60,000. Granting agencies are Varian Semiconductor and EBSCO Publishing. Investigating processes and tools and processes needed for the study of acidification, plastics, sea level change, and invasive species will be needed as well. The Scholars will be working on Tom Ellis’ schooner, and must have a love of boating, as well as love of science. Seaside Sustainability has recently partnered with Tom Ellis and has developed a fiscal partnership with his company. The program will use his Charter to bring students and members of the surrounding communities through bringing them on the boat in order to actively showing them the threats our ocean faces. On the boat, people will learn about Seaside’s five focus areas. As a final part of the project, these Scholars must compile all the data they’ve collected in an organized fashion and develop collection and reporting strategies to local and regional entities. Additionally they must make sure they’ve engaged the community in this project as well as establish and maintain community partners, including but not limited to the following partners: Planet Aid, Woods Hole, Maritime Gloucester, and NOAA. This team will be responsible for further developing and managing the new website http://seasidesustainability.org/ (which needs a LOT of work!), as well as developing a social media strategy and assessing platforms to convey information. If interested, please as Mr. Magers for the supporting documentation.

1. Learning Outcomes / Enduring Understanding:a. Ocean Sustainability Educationb. Public Speaking/ Leadershipc. Grant Writing

2. Special Requirements: The Scholar(s) in this project would have good writing, able to communicate with the public effectively, have well developed interpersonal skills, be highly organized and highly motivated to make a significant difference.

3. Out of school potential time: Time will be spent outside of school for this project. In the spring and fall, after school and weekend work will take place. Scholars do not need to commit to every trip however must take a leadership role in the investigations.

4. Transportation needs: Access to a vehicle will not be necessary for this project but useful5. Level of independence: Moderate to High level of independence is needed6. Possible Community Partners: Eric Magers GT Director, Bion Pike Manchester Harbor Master,

Maritime Gloucester, NOAA, and David Alger7. Prerequisite:

CRITICAL - Communications Officers (Full Project) (Ethan Ketchum & Niamh Dalton – UNAVAILABLE + 1 Scholar): The Green Team must receive as much publicity as possible. Seeing that the Green Team does not receive funding from the high school, the program must take responsibility for all of the resources that it needs. With more publication the Green Team will allow others to learn about its environmental efforts and projects. Tasks include, but are not limited, to writing articles for newspapers, connecting with outside media sources, editing writing by other Scholars (ex: awards and grants, etc…). In Addition, this Scholar will also be responsible for writing grants when no articles are present. Their main objective is to promote Green Team happenings and spread environmental awareness by writing and sending out articles to local newspapers. Communications provides the Green Team with monthly and weekly newsletters. The newsletters include important events that the Green Team attends or awards and recognitions that the program receives. This Scholar would possibly interested in a career of writing and articling, such as being in a newspaper or having blogs.

1. Learning Outcomes / Enduring Understanding:● Marketing Skills● Writing Skills● Social Media Interaction● Formal communication with businesses

2. Number of Scholars: 2-33. Special Requirements: This Scholar would have significant experience and success in writing, possibly having worked for the newspaper in the past. They have to be respectful and work together when communicated to others, and have a significant interest in social media.4. Out of school potential time: Scholars will spend most of their time working on their project in class. There is a small possibility that work will need to be completed outside of class in order to meet a deadline for an article, award, grant, etc.5. Transportation needs: None6. Level of independence: Scholars will need to be highly independent during the vast amount of time one has to take on their own responsibilities.7. Possible Community Partners: Ms. Buckley-Harmon8. Prerequisite:

CRITICAL - Videographer Team (Full Project) (Fritz Spofford + 1 Scholars): In this day and age, video presence is a must and our Green Team is lacking in this arena. For the last three years, the Team has had lackluster groups of students that have shown interest in this but no follow through. The team has recently purchased a high quality Go Pro camera and attachments making this project easily accessible. The Scholar taking this on would be required to be responsible for the equipment! A Scholar would create videos to go onto our YouTube page, website, social media, newsletters, and more. They can be fun little ones or long ones like a

graduation video, public service announcements, project segments, series of green education videos, the history of the Green Team, the history of being environmentally conscience, follow your trash, and slideshow of that year’s projects w/ a 3-5 min segment about each project. The video would include interviews and clips about people’s definition of Environmental Literacy and what they are doing. The Scholar would follow each project and keep an account of pictures through the year. This Scholar might be interested in a career of photography or videography.

1. Learning Outcomes / Enduring Understanding:a. Media Experienceb. Video Editing and Shooting

2. Special Requirements: Interest in video and photography3. Out of school potential time: getting videos completed in a timely fashion will require outside

school time4. Transportation needs: there could be a need for transportation however most could be

accomplished at school too – depends on the Scholar and project5. Level of independence: high level of independence, creativity, and freedom6. Possible Community Partner/Advisor: Eric Magers7. Prerequisite:

CRITICAL - Green Team Fundraising (1/8 Project) (Belle A.,, Sarah Reed, Isabella Hickey, Brandon Bartlett, Ben Sterling + 2-3 Scholars): The Green Team is in need of a group of students to take on fundraising. This will not be a full project; rather, it will be combined with 1-3 more projects. Since our program is not funded, the Team needs to supply its own money to support Scholars’ projects, travel costs, and other expenses. This project would entail putting together fundraisers and managing the produced funds. The group that takes on this project will need to display strong communication skills, a sense of creativity, enthusiasm, and a good understanding of dealing with money. Frequent fundraisers will be required, including but not limited to bake sales, raffles, special events, and selling compost. Other ideas include bake sales, restaurant nights, calendar raffles, compost sales, selling our GT services (yard work), etc. There should be a minimum of one fundraiser a month, and these Scholars will need to advertise these fundraisers and ensure that the school and community know about them and will participate. This Scholar could be interested in possibly a marketing/advertising career or public relations. Below is a list of requirements for the project.1. Learning Outcomes / Enduring Understanding:

• Communication Skills• Organization Skills• Working within a Team• Creativity• Good understanding of dealing with money

2. Special Requirements: Scholars will also be expected to take on another project.3. Out of school potential time: Students will need to attend all/most of the fundraisers that take place outside of school.4. Transportation needs: may need to transport themselves to these potential fundraisers5. Level of independence: moderate6. Possible Advisors: Eric Magers7. Prerequisite:

CRITICAL - Edible Schoolyard & Sustainable Dining Halls/Cafeterias (1/3 – FULL Project depending) (Annie Martin, Paige Lafferty + 1 Scholars): Students will work with

Food Services Director Sheila Parisien to make district dining services more sustainable. The School buys fresh and local products to support the farmers nearby, and students will help the school reach out to more local farmers. During the first few months of the project, the Scholars will need to start planning Food Day, an international day that is dedicated to clean eating. They will need to look for local, organic food options for the day and should help get the word out about Food Day. They should also look into having their local vendor come on other days of the year for healthy eating days. The Edible Schoolyard is our garden in and around the school that directly supplies produce to our school’s lunch, and these students will help the school manage the Edible Schoolyard and will focus on expanding its use in dining services. As a part of this effort, students will be asked to write grants to obtain funding for fences to put around the garden to bolster the success of the crops. Students will also be managing a blog on healthy, sustainable living with a focus on food, fitness and balance. This blog will feature recipes from the school cafeteria and local chefs. This blog will be an education tool to help others in the community start living more sustainably and healthily. Local chefs and farmers will also participate in the project as students reach out to them to try to incorporate their food into the school and community as a whole. Lastly, students will track where all the food coming into the school cafeteria comes from, taking particular notice of genetically modified foods and other non-organic practices. The Scholars who take on this project must be interested in gardening and will also be expected to get the middle school involved in the cause to foster stewardship in our younger students. It is also important that these students have a desire to work with food and to get dirty in the garden. This will be a very independent project, so students must be mature and responsible. Scholars who chose this project will need to understand the importance of independence and strong communication skills. They will only find success if they take their own direction and communicate regularly with Sheila. This Scholar would also need to be responsible for creativity of the uses and innovation of greenhouses at MERHS. Here is a cool idea too!!! Tasks for this section of this project would include: Writing grants, constructing the necessities for the garden, such as a fence around it, as well as handling and being responsible for communication with the Cafeteria regarding the garden. This scholar might be interested in management and communication with other partners.

1. Learning Outcomes / Enduring Understanding:a. an understanding of ways to decrease food wasteb. being engaged in helping the community/underprivilegedc. experience in working around possible restrictionsd. experience in problem solvinge. Gardeningf. Sustainable Food Servicesg. Organic Education

2. Special Requirements: These Scholars will need to understand and/or have experience in business practices, well as understand the nature of farming/agriculture. They also will need to be motivated and good at talking with authority. They will come under many obstacles but must be patient.

3. Out of school potential time: Extra time may be needed to communicate with local farmers, work in gardens, work with Manchester Memorial and or Essex Elementary, etc.

4. Transportation needs: Possibly need a car but not necessarily. 5. Level of independence: High level of independence is necessary.6. Project Advisor: Sheila Parisien7. Prerequisite:

CRITICAL - Hydroponics and Aquaponics (Full Project) (Belle Allmendinger, Jazzy Appeltofft, + 1 Scholars maybe): The School is in need of getting more environmentally friendly with the production of food during the year. The school has a garden outside which supplies the kitchen with seasonal veggies, but there is a desire to do this year-round. Project includes but is not limited to: 1) creating additional hydroponics and

Aquaponics units that can be placed on the third floor that will supply the school district with veggies and herbs and 2) teaching students about the hydro and aqua systems. This project aims to implement at least 20 hydroponics systems and 20 Aquaponic systems on the third floor as soon as possible and even more after that. The Green Team already has 10 hydroponic towers and 5 Aquaponic systems in place. In a hydroponic tower, water is pumped up the column and rained down through the column, hitting the roots. A nice video will give the interested scholar an idea of how the towers work, but the design in place is significantly different than the design in the video. Investigating and testing organic fertilizers should be done regularly. Aquaponics is a system of gardening in which plants are grown without soil and fish are raised to provide natural fertilizer for the plants. A system consists of water being pumped from a fish tank into a tote containing plants. Instead of soil, the plants root themselves in a combination of pea stone and crushed marble stones. Around five goldfish live in the tank. A Scholar’s interest in new ways to provide for the school, as well as preserve the environment would be crucial. 1. Learning Outcomes / Enduring Understanding:

● Understanding of botany and the symbiotic relationship between fish and plants ● Obtain knowledge about better gardening methods, self-sustaining systems, crop management, &

integration of green power supply ● Ability to troubleshoot mechanical system and pathogenic issues with plants and fish● Communication abilities and problem solving abilities

2. Special Requirements: This Scholar MUST have a desire to learn the hydroponics and Aquaponics process, and be available daily. 3. Out of school potential time: Scholars will spend much of their time working on their project during class, and will be expected to continue the construction and maintenance outside of school as needed.4. Transportation needs: None, unless the scholars feel it is necessary.5. Level of independence: Scholars will need to be highly independent.6. Community Partner: Mr. Gray & Mr. Alger 7. Prerequisite:

CRITICAL - Green Team Sustainable Events Coordinators (Full Project) (Ben Strayton (1/2 project), Becka Hille 1-2 Scholars): The Green Team is excellent at what we do best, developing a sustainable district. However, we need more events around sustainability. These events will help demonstrate the impact of the Green Team throughout the community, and are therefore very important. The Scholars taking over this job would work in conjunction with the social media and the Public Relations Scholars and develop events in and out of school to engage students and the community. They would constantly be in contact with our community partners in order to keep proper relations with them. This scholar is required to plan accordingly, ensuring they are using appropriate organization and communication skills. Possible events could include but are not limited to: Green Team Annual Showcase, ZERO waste days, sustainability days, dumpster dive, cross contamination education, flash mob, monthly speakers, service days, event competitions, sustainable sport events, etc. A Scholar who has professional communication skills with others, as well as organizing events would enjoy this Scholar position.

1. Learning Outcomes / Enduring Understanding:a. Event Coordinationb. Planning and Organizationc. Communication Skills

2. Special Requirements: The potential Scholars would be highly organized, efficient, creative, and good with working with people. The Scholar must be very professional, especially when contacting our community partners.

3. Out of school potential time: Extra time will be required outside of school. Likely this will only occur when the events are taking place.

4. Transportation needs: none unless to other district elementary schools5. Level of independence: moderate to high level of independence required6. Possible Community Partner/Advisor: Principals, Janda RM, Elementary Green Team

Advisors, Independent. 7. Prerequisite:

CRITICAL - Essex Coastal Planning Task Force (1/2 Project) This project is a very new and exciting undertaking. It provides an opportunity to help our towns, coastlines and estuaries. This summer the National Wildlife Accepted seaweed management methods exist for public beaches to address accumulations that occur during the summer months, when recreational use is at its peak. However, a tested management and reuse plan does not exist for invasive marine algae blooms. At least 17 invasive algae species are present in the New England region. To date, the most challenging blooms occurred in the summer of 2012 and were caused by a red algae, Heterosiphonia japonica, which has recently become established in New England from Connecticut to Maine. This algae has dramatically impacted not only beach aesthetics and recreation, but also the fishing industry and coastal wildlife habitats. It is a nuisance species and promises to result in future economic impacts in coastal communities. This Scholar’s interest in different species and wildlife, as well as thinking critically to eliminate invasive species will prove crucial to the productivity of this project.

1. Learning Outcomes / Enduring Understanding:a. -Critical Thinkingb. -Understanding of different species, and which species are invasive to a population

2. Special Requirements: None besides transportation needs3. Out of school potential time: Good amount4. Transportation needs: The beach, different sites of coastlines, estuaries, etc. 5. Level of independence: high level 6. Possible Community Partner/Advisor: Chris Hilke7. Prerequisite:

CRITICAL - ECO TOUR (1/2 -Full Project) (Emma DiZio +1 Scholars): Natural combination with Environmental Education of our Population: Ecotourism purpose is to educate the traveler, to provide funds for the ecological conservation, to directly benefit the economic development and political empowerment of local communities, or to foster respect for different cultures and for human rights. An important part of Ecotourism is the promotion of recycling, energy efficiency, and water conservation. Working off the work already developed by a previous Scholar, this project will have a few parts. Part 1: develop a self-guided tour of all the “green aspects” of the building using signage, QR codes, and podcasts. Part 2: Connect the work and elements to a section of the website specifically dedicated to the tourPart 3: Redesign six bamboo sustainability education boards located on the third floor that educates the public on all things sustainable about the building and program

1. Learning Outcomes / Enduring Understanding:a. Critical Thinking

b. Artistic c. Technologies

2. Special Requirements: an interest in education and advertising 3. Out of school potential time: not much if any4. Transportation needs: none 5. Level of independence: High level 6. Possible Community Partner/Advisor: Eric Magers 7. Prerequisite:

CRITICAL – Environmental Education of our Population (1/2 - Full Project) (Emma DiZio +1 Scholars): Natural combination with ECO TOUR: How do we educate the school, the district in what everyone must learn? In what ways can we affect change with our peers in school? Advertising? Multimedia? Posters? Announcements? What kind of campaigns will be most effective in actually bringing about change? We have such a need in our district and our community to educate the masses and the opportunity is grand, but how? Ideas are food, how to spend a dollar, transportation, water usage, and TONS MORE!!!!

1. Learning Outcomes / Enduring Understanding:a. Critical Thinkingb. Artistic c. Technologies

2. Special Requirements: an interest in education and advertising 3. Out of school potential time: not much if any4. Transportation needs: none 5. Level of independence: High level 6. Possible Community Partner/Advisor: Eric Magers 7. Prerequisite:

External Community Partner Projects: These projects are located in our greater community which is best viewed as for-credit internships. The Scholar will still work in the school during the week, but these projects will require extra time out of school for field work and will provide a realistic internship with exciting and interesting outcomes. These projects are extra important to the Team as Scholars are not only working for the Team but also another partner. If done well, your work can be invaluable and could net you huge accolades and a big step up from your counterparts in pursuing educational or occupational opportunities. Maritime Gloucester (Full Project) (1-2 Scholars): MG is a working waterfront museum, a marine and maritime educator, and a visitor destination. The mission of Maritime Gloucester is to inspire students and visitors to value marine science, maritime heritage, and environmental stewardship through hands-on education and experiences. This mission is fulfilled by emphasizing in our programs and services the core values described, inspiring discovery, embracing history, exploring science, and living stewardship. This partnership is continuously changing and therefore the projects may change depending on what they can provide. However, this is a great organization and any project they provide would be an invaluable experience. Possible Scholar projects include:

• Extension of and support for Molly Thurman's graduate research i.e. settling plates used to measure growth of invertebrates/ invasive species

• Marine Plastics campaign -- assistance in designing program and partnering with sailing program and marinas to promote awareness, etc. Tie in with Coast Sweep program

• Student designed research project using the on-site marine wet lab combined with research conducted at MERSD

1. Learning Outcomes / Enduring Understanding:a. Marine biology/ ocean conservationb. Independent research experience

2. Special Requirements: depends on project3. Out of school potential time: there is a potential for a lot of out of school time required4. Transportation needs: Scholars would require transportation5. Level of independence: VERY HIGH LEVEL6. Possible Community Partner/Advisor: Maritime Gloucester7. Prerequisite:

Towns of Essex and Manchester-by-the-Sea Green Living Fair and Green Product Purchasing: (1/3 Project) (2 Scholars): It is a potential that this project could be combined with the Events project. There are two parts to this project. In the first part, The Green Living Fair, you will help turn words into action by organizing a day of learning and demonstrations for the communities of MBTS and Essex. This could be in conjunction with or in addition to the annual Scholars Showcase. The Scholars in charge of the project would create a day full of workshops (e.g.: how to have a home energy audit done to home composting to what are the most fuel efficient cars to buy), vendor displays (solar hot water and PV installers, energy efficient appliance retailers, environmental organizations) and keynote addresses from leaders in the sustainable movement. Planning out the day, coordinating publicity and handling the logistics of a successful fair require months of hard work and careful organization. The Green Living Fair would be targeted for late winter/early spring and provide the tools needed for concrete action for every household to “go green”. The second part of this project is Green Product Purchasing. The goal of Green Product Purchasing is to put out products that, when in use, will help in the effort of creating a more environmentally friendly and sustainable community. The product purchasing aims at reducing the US environmental footprint by promoting recycling, reducing waste, preferring environmentally friendly products, and increasing the overall purchasing of environmentally preferable products. Many tools have been released and developed in order to promote and begin the process of reducing the US environmental footprint. Product purchasing is a simple idea that can make a huge impact on the community. You will be active in promoting the products as well as spreading the influence of green product purchasing as a whole.

1. Learning Outcomes / Enduring Understanding:a. Event Planningb. Organization skillsc. Budget Managementd. Marketing/ Presentation

2. Special Requirements: Adept at reaching out to potential presenters and businesses who would be willing to participate.

3. Out of School potential time: Extra time will be required, especially in the weeks leading up to the Fair day.

4. Transportation needs: Some travel to area organizations and businesses may be needed.

5. Level of Independence: High6. Possible Community Partner: Greg Federspiel, MBTS Town Administrator, 7. Prerequisite:

Mass Audubon (Full Project) (1-2 Scholars): Mass Audubon works to protect the nature of Massachusetts for people and wildlife. Together with more than 100,000 members, Mass Audubon cares for 35,000 acres of conservation land, provides school, camp, and other educational programs for 225,000 children and adults annually, and advocates for sound environmental policies at local, state, and federal levels. Founded in 1896 by two inspirational women who were committed to the protection of birds, Mass Audubon is now one of the largest and most prominent conservation organizations in New England. They are respected for sound science, successful advocacy, and innovative approaches to connecting people and nature. Each year, their statewide network of wildlife sanctuaries welcomes nearly half a million visitors of all ages, abilities, and backgrounds and serves as the base for our work. Community Partner, Liz Duff serves as an Education Coordinator for Mass Audubon out of their office at Endicott Sanctuary at 346 Grapevine Road, Wenham. This Scholar would also be required to write grants to help fund this work. Liz coordinates volunteers on the following projects:1. Monitoring Salt Marshes: Monitoring vegetation, Salinity, fish, and sediments, Mass Audubon collects data with middle and high school students. Interns will help enter data and help analyze data. There is an option to present data at an annual conference in November.2. Controlling Invasive Species: A major component of the current work needing to be done is outreach to property owners to gain permission to treat invasive species such as Phragmites australis and perennial Pepperweed. This will include mailings and phone outreach.3. Working to encourage people to shift to renewable energy via a Mass Energy program4. Raising awareness about Rising Sea Level: Next steps might be to raise funding to create a public art project on Sea Level Rise, to do outreach about the work done in the past year.5. Grant-writing and fundraising via Bird-a-thon to help fund projects.Components of the project include:

1. Learning Outcomes / Enduring Understanding:a. Mapping and Computer aided mappingb. Grant Writingc. Customer Service skillsd. Teamwork skillse. Event planningf. Nonprofit & Membership Managementg. Database Managementh. Professional writing & Editingi. The art of 21st Century Storytellingj. Nonprofit Marketingk. Communications [Interviewing, public speaking, storytelling, the art of persuasion,

impromptu speaking, and more]2. Special Requirements: The Scholar would need an interest in conserving plant life and working

with others. Scholars would need good intrapersonal skills to talk to the Town Hall staff and residents of the towns. Organizational skills important.

3. Out of school potential time: Some time out of school will be required 4. Transportation needs: Scholar would most likely need a car for some of the time

5. Level of independence: High level 6. Possible Community Partner: Liz Duff7. Prerequisite:

Essex County Greenbelt (Full Project) (1-2 Scholars): local organization with over 4000 members committed to sustainability with projects that protect farmland, wildlife habitat and scenic landscapes. Recognizing the challenges of development, we remain focused on the creation of "greenbelts" consisting of river, trail, and other natural corridors, coastal systems and visually intact landscapes. Working with ECG staff and AmeriCorps Outreach and Land Stewardship Coordinators, design and implement a project in Pollinator Education and Outreach – Working with an AmeriCorps service member, develop a program to educate students and community members about the importance of sustaining pollinator habitat. Using the Cox Reservation Pollinator Garden as a model, develop an outreach activity that encourages community members to create pollinator habitats in their own backyards. This project is recommended for the spring Semester because the student would research and plan over the winter and construct their project in the spring. This project is great for anyone who is very interested in insects or plants.

1. Learning Outcomes / Enduring Understanding:a. Computer Aided Mappingb. Botany Research/ Symbiosisc. Data collection/ analysis

2. Special Requirements: must be trustworthy and highly communicative; have an interest in working outdoors.

3. Out of school potential time: this Scholar would need to dedicate some time out of school4. Transportation needs: will need transportation5. Level of independence: VERY HIGH6. Possible Community Partner: Mary Williamson7. Prerequisite:

Gloucester O’Maley Green Team (1/3-1/2 Project) (2 Scholars): The Gloucester Middle School is very interested in becoming greener. Very similar to our program, the school already has a recycling club and a few initiatives. They are very open to having a Scholar or two help them develop their own green team. The Scholars could assist in signage, developing a zero waste plan, best business practices, funding and connections. Given Funding the school is looking to get rid of Styrofoam trays and increase the amount of water stations around the school. In addition, they are working with Lisa Lepionka on backyard growers. Amy Donnelly is the head of the recycling committee and could be a great community partner. Other great contacts are Phil Padulsky, the nutrition director, because may be interested in healthier and greener cafeterias. Their waste hauler is Hiltz but do not have single stream recycling. We have experienced many of their current initiatives and can provide a few ideas for them at this stage in their program. The value of a Scholar could help them be even more successful that we were in the very beginning.

1. Learning Outcomes / Enduring Understanding:

a. Program Development b. Waste Managementc. Budget Managementd. Marketing/ Presentation

2. Special Requirements: Adept at working flexibly and offering advice. A good leader that can teach as well.

3. Out of School potential time: Extra time will be required, especially to meet the team and Gloucester school periodically

4. Transportation needs: transportation will be needed5. Level of Independence: Moderate to high 6. Possible Community Partner: Amy Donnelly & Paula Gray7. Prerequisite:

Cape Ann Vernal Ponds (Full Project) (1-2 Scholars – Seniors or Underclassmen): CAVPT dedicates its time to educating people of all ages about the importance of vernal pond species and how they intertwine into the higher-level ecosystems that surround us. Sharing its headquarters with Kestrel Educational Adventures at the Get Outside Center in downtown Gloucester, the team has several species of native and exotic reptile and amphibians in their care.The Cape Ann Vernal Pond Team is a federal 501c3 nonprofit organization that is run by volunteers rather than employees. Its busiest time of the year is in the spring and summer; members often partake in journeys into the woods (mostly at night) with the goal being to find a vernal pond that have yet to be certified. Once having the location of the vernal pond, the team then takes this information to local government to receive legal recognition of the vernal ponds. This whole process is known as certification. The team often travels to outdoor social events and has these vernal pond species on exhibit for educational purposes. Seeing a species firsthand and learning their varying roles within an ecosystem helps convey the need to preserve these species. The CAVPT needs a very self-motivated student, who works well independently and can handle lots of flexibility. Specific information about work is as follows as timelines are dependent on weather and animals:

● Students spend the first couple months learning about vernal pounds, independent scouting, learning about social media, and putting critters on website and labeling them

● Weather and snowfall can play a large role in the commencement of field work so timing of work is not easy to predict

● April is the time when they will be conducting workshops in the field and certification work● Get outside after leaves have fallen off of trees on November-January. Using GPS, not a lot of snow

build up, scouting pools to do in spring ● In spring there is only 3-4 week opportunity to certify pools; best way to accomplish this is to catalog

GPS coordinates ● If you are a senior, you should seriously consider this being your SCORE project● Night time field trips March or April whenever the critters are moving● Snakes of New England and the world, usually heats up in the summer, do a few of these in the summer

if interested but not a necessity. Do not need to be a snake aficionado● In between this work the student will work on social media

o Manage Facebook Like pageo create a Twitter page o the website has a million things to do to do on it o Newsletter editing, writing work

Although not mandatory, this would be a project exceptionally good for underclassmen but really for the right student, it could take off! This Scholar may be interested in a career that concerns the outdoor environment,

and finding ways to help preserve it and interested in pursuing wildlife biology and or ecology. If a student is genuinely interest in the project or process, he/she could stay on for SCORE.

1. Learning Outcomes / Enduring Understanding:a. -Project Managementb. -Knowledge of natural environmentc. -Organizational skills

2. Special Requirements: will need to be very flexible and interested in helping our wetlands 3. Out of school potential time: some weekend time is required. Negotiable. Scouting trips need

to happen in the middle of the day. 4. Transportation needs: 5. Level of independence: High level of independence is necessary6. Project Advisor: Nick Taormina & Rick Roth7. Prerequisite:

Manchester Bicycle Pedestrian Committee (FULL Project) (1-2 Scholars) Manchester Bicycle Pedestrian Committee – working locally, thinking globally.  We promote walking, running, and cycling in our seaside community, working with governmental, educational, and community groups.  We have three community projects that could be done separately or combined into one larger project.  These could be done individually or as a team of up to 4 scholars.

● Walk To School Project – develop a map of the safest major routes to Manchester Memorial School from each part of town.  This map would show the routes, distances, and approximate walking time for each segment.  The map can be used by students and parents to learn safe routes to school, and to become familiar with any safety issues such as crosswalks and sidewalks along the route.  These routes then have the potential to be physically marked with paint or signage in conjunction with the town Department of Public Works.  A further extension of the project would be to enlist route monitors, parent guides, and crosswalk volunteers. The map itself could be made available in paper copy, on-line through the school and town websites, or interactive with a mobile app should the student have the technical skills to develop the program. He/She will provide a report back to the DPW on the sidewalk condition.  So this project will not only help the school system provide walking maps to school but also provides the town a sidewalk condition study. The scholar should be able to work and organize independently.

● Powder House Trails Map – using a GPS device, the scholar will map the main trails within the Powder House conservation area in the center of Manchester.  In an area approximately one square mile lies one of least known resources in our town – a protected conservation area that offers a multitude of hiking trails, some challenging routes, several eco-systems, and some excellent harbor views.  Continued protection of this resource is of course a primary issue, and one aspect of protection is promoting access along marked trails.  The area can be accessed off of four major streets, and parking is available at two of these.  Residents are likely unaware of the area, the trails, or the access currently. The map could be posted at various entrances to the area, on line through the town website, or as an interactive mobile app as determined by the technical skills of the scholars on this project. For this work, the scholar should be able to work independently, and be comfortable on hiking trails within a relatively short distance from residences and streets.  Familiarity with maps, GPS tools, and computers would be useful.

● Powder House Trails Marking – several trails cross the area in the center of Manchester known as Powder House.  Coordination of colored blazes on trees along the trails with colors on maps will help hikers/walkers navigate the trails.  Blazes are painted on both sides of trees such that the next one can be seen from the last one.  This helps ensure that people stay on the trail, protecting the natural vegetation

trailside.  Signage currently is posted along major trails, primarily to indicate exit routes to major streets surrounding the Powder House area.  These are in need of maintenance. Existing signs can be repainted and additional signs can be made and placed at major trail intersections.  Blazes can be color coded to work with a similarly color coded map. A scholar will need to be able to utilize maps, and have practical skills such as applying paint in a consistent fashion.  Experience with common  tools – hammers, screwdrivers, etc. will be useful to maintain and install signage.1. Learning Outcomes / Enduring Understanding:

a. Teamwork skills – within team and working with other groups in townb. Planning – organizing and executing activitiesc. Writing & Editing – brochures, project descriptions, summariesd. Communications skills – as needed to describe and execute projectse. Management – direct, coordinate, plan, assign, and follow up actions

2. Special Requirements: Organization is a must3. Out of school potential time: a moderate amount of time4. Transportation needs: minimum to walk around town or on trails 5. Level of independence: Moderate6. Possible Community Partners/Advisors: John Carlson, Terry Cowman and other members

of the Manchester Bicycle Pedestrian Committee7. Prerequisite:

TOWNGREEN 2025 (1/2 Project) (Ben Strayton - 1-2 Scholars): The Green Committee of the Gloucester Unitarian Church has two main goals: to reduce the carbon footprint of the church to zero in 3-5 years, by 2017, and secondly, to reduce the footprint of the entire city of Gloucester to zero in a decade, by 2024. The GGCPG is a subcommittee of the Green Committee focusing on the goal for carbon reduction for the whole city. The GGCPG is Chaired by Dick Prouty, and has seven members of experienced professionals in the area of environmental planning and writing. The partners that will be working with the GGCPG are the Clean Energy Commission of the City of Gloucester, chaired by Candace Wheeler, the Metropolitan Area Planning Commission, via Sam Cleaves, Project Adventure via ED Dick Prouty, and Gloucester Maritime via ED Tom Balf. This Scholar may be interested in a career of coordinating events, as well as manufacturing ideas on events. The GGCPG will need researchers and assistants on many projects as they make a more refined plan from their current two page vision paper. Possible intern projects include:

● Analysis of the current metric of carbon production from all public and private sources in the city of Gloucester including transportation, utilities, and housing HVAC

● Communication Plan for the work of the GGCPG, using the resources of the GGCPG and other partners in the communication and marketing plan.

● Plan for Green Lecture in October and Green Expo in March, under auspices of the Green Committee and GGCPG.

1. Learning Outcomes/Enduring Understandingsa. Environmental Science measurements and metricsb. Interdisciplinary nature of planning in the public arenac. Problem Solving, Creativity and Communication as key leadership skills to accomplish goals in

this type of project2. Special Requirements: writing, math and science competencies3. Transportation Needs: transportation for students needed for out of school meetings4. Out of school time needs: Scholars must be able to attend periodic evening meetings and weekend

events 5. Level of Independence: high independence

6. Possible Community Partner/advisor: Dick Prouty 7. Prerequisite:

GreenSchools (1/2 - Full Project) (1-4 Scholars): Green Schools is a multiple award-winning 501 (c) 3 nonprofit organization organized for Environmental Education [EE], STEM Education, and Environmental Literacy purposes. Green Schools’ mission is to create Greener & healthier students & schools through Environmental Education, Innovation, Leadership, and Action! Green Schools provides a number of Hands-on, Environmental Education/STEM-Education programs and resources to help students [K-16], schools, and communities make The Green Difference! As our premiere community partner, we have several smaller projects with Green Schools that can be combined to create a larger project. In essence this will be an internship with GreenSchools, a very exciting opportunity!

• Green Schools Student Membership Development: This Scholar(s) will help to develop K-12 student members for the Green Schools organization. This Scholar must work well with others and will be asked to work with Green Schools Board of Directors and Staff. This Scholar will also be asked to identify potential student members and to conduct appropriate outreach. This Scholar will be asked to track newly acquired student members in a database and to coordinate regularly with Green Schools Staff. Finally, this student will connect with student members and be asked to gather their stories, profiles, etc…

• Green Schools Video Production Team/Coordinator: Special Requirements: This Scholar(s) will help to develop the story of the Green Schools organization, its mission, 12 environmental pathways, as well as the stories of Green students, schools, and the constituents we serve [Student, School, Community, Government, Business, Nonprofit]. This Scholar must work well with others and will be asked to work with Green Schools Staff.

• National Green Schools Society Team/Coordinator: Special Requirements: This Scholar(s) will help to develop the story of National Green Schools Society, as well as the stories of Green students across the nation. This Scholar must work well with others and will be asked to work with Green Schools Staff, and GS Student Membership Coordinator/Team, and GS Video Production Coordinator/Team. This scholar will be encouraged to attend the Green Schools National Conference in Virginia Beach.

• Green Schools Summit Team/Coordinator: This Scholar(s) will help to develop the story of the Green Schools organization, its mission, 12 environmental pathways, as well as the stories of Green students, schools, and the constituents we serve [Student, School, Community, Government, Business, Nonprofit]. This Scholar must work well with others and will be asked to work with Green Schools Staff.1. Learning Outcomes / Enduring Understanding:

a. Teamwork skillsb. Event planningc. Nonprofit & Membership Managementd. Database Managemente. Professional writing & Editingf. The art of 21st Century Storytellingg. Nonprofit Marketingh. Communications [Interviewing, public speaking, storytelling, the art of

persuasion, impromptu speaking, and more]2. Special Requirements: Organization is a must3. Out of school potential time: a moderate amount of time4. Transportation needs: would require transportation to events and summits. 5. Level of independence: Moderate

6. Possible Community Partner/Advisor: Robin Organ7. Prerequisite:

Manchester Essex Conservation Trust (MECT) (Full Project) (2-3 Scholars): MECT is a nonprofit organization dedicated to preserving ecologically important land and wildlife habitat in Manchester and Essex, as well as promoting its use for quiet recreation, education and research. Tagline - …preserving natural beauty, wildlife and resources at the gateway to Cape Ann. MECT is the single entity that uniquely links the two towns that are also shared in our school system, both Manchester and Essex. Please see MECT newsletters to get a better idea of the depth of their organization. The work with MECT promises to be varied and challenging, offering experiences one will almost never be exposed to in their lives. The work is centered on documenting treks through the local Manchester and Essex woods. An interest in the outdoors, as well as coming up with ideas to preserve the environment will be crucial interests in this project. MECT is looking to continue the ongoing relationship with our schools by engaging interested Scholars in some of the following work:

● Trail Guide Creation - Developing a brochure that is a little bit like an AMC Trail Guide. It might mention the key features of the trails, the history of what is along the trails (eg. Bear's Den, Baby Rock), their degree of difficulty, length, relation to the watershed, etc. Some of this info has already been written and gathered by MECT and would be made available to jumpstart the process. (Bill Vachon)

● GPS Reference Point Marking – This is related to some work that has to be done on the Chebacco Woods Land Management area and involves going out into the woods and finding and marking a number of reference points. (Charlie Kellogg)

● Assistant Leads on MECT hikes – Occasionally throughout the year on the weekends, MECT members conduct hikes through MECT owned properties. Scholars would assist in leading these hikes and would learn to offer certain nuggets of information to attendees. (Mike McDonagh)

● Green Team Scholar’s occasional participation in MECT Board Meetings – Scholars would periodically be invited to present progress at MECT Board meetings, sharing your perspective and ideas for making the mission, activities, and message of MECT appeal to a younger generation. Time would be scheduled on meeting agendas to hear about the Scholar’s project progress, as well as observations and suggestions from your perspective. This would be very valuable to MECT and also an interesting and rewarding role for the Scholars. There are 6-8 meetings a year that are held an occasional weekday evenings roughly 7PM to 9PM in Essex. Attendance would not be expected at every meeting. (George Davis & Kathy Leahy)

1. Learning Outcomes / Enduring Understanding:a. Communicationb. Critical thinkingc. Collaboration with others to solve a problem

2. Special Requirements: None other than transportation needs and going to the meetings. 3. Out of school potential time: Going to the meetings described.4. Transportation needs: A couple times a month.5. Level of independence: Need to be independent, need to collaborate with others during

meetings. 6. Possible Community Partner/Advisor: Members of the MECT Board7. Prerequisite:

● Another MECT Project - Water Resources and Drainage Map of Manchester and Essex (Full Project) (2-3 Scholars): A valuable "Green Team effort" would be the development of a brochure documenting the movement of water in MECT trail areas. The students, using such online resources such as The National Map, would figure out the path of the water that falls as rain and how it gets to the sea, as well as into our mouths. This would develop the respect for our woods and what the woods at large mean to one of our basic life sustaining local resources, water. Such a brochure would give new meaning to what hikers experience as they travel our trails. Our area is unique, in that some of the rainfall ends up going north to the Gulf of Maine and some of it ends up going south to Massachusetts Bay. Our students could learn where the water they see from any of our trails actually gets collected into the water delivery systems of Essex and Manchester. The beauty of the hydrology is that it can take many paths of involvement as long as time or interest is evident. A project can be crafted to suit the conditions of both the program and student needs. Hydrology in general is an undergraduate engineering course. Even looking at just one depression and thinking about where the water comes from, and where it ends up, can be absorbing enough for some. An interest in geography and maps, as well as hiking through unfamiliar terrain will prove valuable. Below is a preliminary topographic map showing the watershed sub basins in our two towns. Work is now underway to find the best way to transfer data and then field check the movement of water within the sub basins. The blue pins on the map show the outlets of each sub basin. (Fred Wales)

1. Learning Outcomes / Enduring Understanding:a. Non-Profit business organizationb. Cartographyc. Hydrologyd. Watershedse. Significant communication and organization understandingf. Outdoor exploring and activitiesg. Hike/Tour Guideh. Trail and natural resources management

2. Special Requirements: Outdoor time hiking trails, GPS charting of reference points, writing up Trail Guides, map making, studying maps, working with experienced outdoor enthusiasts, and interaction with the public attendees of hikes. Students taking fall and spring sports would find this project challenging. Seniors could consider taking this for SCORE.

3. Out of school potential time: Considerable out-of-school time will be required.4. Transportation needs: Would require transportation to local positions.5. Level of independence: High 6. Community Partner/Advisors: MECT Members – Bill Vachon, Charlie Kellogg, Fred

Wales, Mike McDonagh, George Davis, Kathy Leahy, Francie Caudill, Helen Bethel, Jeff Cochand

7. Prerequisite:

The American Chestnut Foundation (1/2-Full Project) (1-2 Scholars): This project collaborates with The American Chestnut Foundation. The American Chestnut Foundation was founded in 1983 by a group of prominent plant scientists who recognized the severe impact the demise of the American chestnut tree imposed upon the local economy of rural communities, and upon the ecology of forests within the tree’s native range. The American chestnut tree spanned over 200 acres of woodlands, from Maine to Florida until the succumbing to a lethal fungus infestation, known as the chestnut blight, during the first half of the 20th century. An estimated 4 billion American chestnut trees (nearly ¼ of the tree’s population) grew and was impacted within this range. The American Chestnut Foundation is working to develop a blight-resistant American chestnut tree through

scientific research and breeding. The Foundation works to restore the tree to its native forests along the eastern United States. This Green Scholar project would working to understand American Chestnut tree history, as well as acquiring some saplings and working with homeowners in Manchester and Essex. The overall goal is to plant a bunch of saplings around the two towns. http://www.acf.org/history.php

1. Learning Outcomes/ Enduring Understanding: ● Communication● Drafting ideas on ways to stop infection of trees, preserve the trees

(Critical Thinking)● History of trees and certain types and areas of trees

2. Number of Scholars: 1-23. Special Requirements: You must have good communication skills, and have an interest indigenous flora4. Out of school potential time: there is potentially a large amount of out of school hours, for planting saplings.5. Transportation needs: Scholars will require transportation6. Level of independence: High level7. Possible Community Partner/ Advisor: The American Chestnut Foundation/ Morgan Evans8. Prerequisite:

Town of Manchester and MERSD District Waste Management Strategies (1/2 Project) (Damien Palmer, 1-2 Scholars) : This project is centered on waste management both in the school and in the surrounding community. These Scholars will work to further waste management strategies in the district, coordinate with the facilities department and the kitchens in the school, limit cross contamination, and compost more. Outside of the school, these Scholars will work with the Parks and Recreation Department of Manchester to design and implement effective waste management strategies and signage for these. The concentration at first might be on Brook Street and the Singing Beach. These Scholars will also work to make the district improve on sustainable purchasing.1. Learning Outcomes / Enduring Understanding:

● Independent Planning● Government policy and regulations● Self-Monitoring

2. Number of Scholars: 1-23. Special Requirements: Interest in working in the community, overseeing dining hall monitoring, and advocating for sustainable practices in and out of the school.4. Out of school potential: moderate amount of time5. Transportation needs: Scholars would require transportation every so often6. Level of Independence: Moderate to high7. Possible community partner/ advisor: to be determined8. Prerequisite:

Next Step Living Residential Energy Efficiency Community Action Campaign (1/2 Project) (Damien Palmer, 2 Scholars): Next Step Living is jump starting a campaign in the Manchester-Essex community to raise awareness about residential energy efficiency, a sector that accounts for 21% of our country’s emissions!

Next Step Living is a nationally recognized home energy solutions company based in Boston. Scholars will help Next Step Living reduce fossil fuel dependency in Manchester and Essex by creating relationships and opportunities in the community to spread the mission of reducing fossil fuel dependency. By using Community Outreach, scholars will educate residents about programs and incentives available to make ‘going green’ easier! Scholars will learn community based social marketing techniques and strategies and put them into action in a full-scale outreach campaign. Scholars will help develop marketing strategies to raise community awareness by reaching out to local community organizations to set up tabling events and workshops. Scholars will help educate students and families of MERHS on how to save money live more comfortable, and help create sustainable homes. The projects can be flexible depending on the number of students interested in the project and what fields they are most interested in.

● Project Goal: Residential Energy use (heating and electricity) contributes 21% of the total US greenhouse gas emissions. Home energy assessments are easy solutions that families can take part in to lower their carbon footprint. The goal of this project would be to increase participation in home energy assessments and solar site assessments in the Manchester and Essex communities by 10% by developing a community based outreach campaign.

● Justification: Only a small percentage of families in the Manchester and Essex community have received their no cost home energy assessment or explored the option of going solar. If 10% more took part in this free program we could greatly reduce your community's carbon footprint. *Will provide real data and metrics upon project launch.

● Deliverables: Action plan to engage broader community in home energy efficiency education including defined outcomes/goals of the project and a final results and conclusion report.

● Required reading: Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing by Doug McKenzie-Mohr (Green Team will purchase for you)

● Resources: Home energy efficiency training will be provided, as well as on-site outreach advocacy training

● Extra Benefit: The Green Team will receive donations for all families who are motivated to take action through this project. Funds can be used to go towards environmental projects at MERHSHome Energy Assessment Landing page http://www.nextstepliving.com/MERSDGreenTeamSolar assessment landing page http://www.nextstepliving.com/MERSDGreenTeam-Solar

o Learning Outcomes / Enduring Understanding:a. Energy Auditing/ energy efficiency/Solarb. Community Based Social Marketingc. Customer Service

o Special Requirements: possible ‘intensive’ periods during the first month for trainingo Out of school potential time: yeso Transportation needs: Yes (car or access to commuter rail).o Level of independence: Higho Possible Community Partner/Advisor: Next Step Living

Beaches Closed and Water Runoff (1/3 Project) (1-2 Scholars): You like beach parties? Well, with the amount of runoff that slips through the cracks at singing beach, it won’t be open very often. We need Scholars to investigate why the runoff is occurring, and how it can perhaps be avoided. Beaches Closed and Water Runoff: Why are our beaches suffering from periods of being closed? Is our water runoff system adequate? What has changed? This can connect to the Green Team and its initiatives, and to the Manchester Stream Team.

1. Learning Outcomes/ Endure understanding:● -Communication with partners

● -Critical Thinking● -Education of the beach environment

2. Special Requirements: Research capabilities 3. Out of school potential time: 1-5 hours4. Transportation needs: Yes5. Level of independence: Very high6. Community Partner: Parks and Recreation Department, Manchester Coastal Stream Team,

Salem Sound Coast Watch 7. Prerequisite:

Sea Wall Plantings (1/2 Project) (1-2 Scholars) : Storms that create huge wave swells do more damage than we may think. Storms damage lots of plant life surrounding wherever the waves can come up to. Sea walls especially get damaged from storms, ones such as the one in our town, at Singing Beach. Boulders fall and crack apart. There is nothing to keep them from falling. How can we help this? Maybe is something as simple as providing plants to them. If we could fill in all gaps, holes, cracks and anything in between with plants that will provide more wildlife and growth, it could help prevent the breaking apart of sea walls. It is a win, win situation. Beautiful plants for us to look at and to expand the time that the sea wall is sturdy. This project would entail a complete investigation of what would be the most effective plant and installation as well as probably engaging is several grant writings. This Scholar would be meeting with town officials and groups to assist them and provide the professional advice and guidance.

1. Learning Outcomes/ Endure understanding:a. Critical thinkingb. Ways to construct certain walls to prevent the damages from stormsc. Educational purposes to learn about ways to help against storms

2. Special Requirements: Able to work independently3. Out of school potential time: plantings would be 4. Transportation needs: Yes5. Level of independence: Moderate to high6. Community Partner: Town of Manchester officials 7. Prerequisite:

Manchester Energy Efficiency Program (MEEP) (1/4 Project) (2 Scholars): On December 18, 2013, the Town received notification that Manchester has been designated a Green Community by the MA Dept. of Energy Resources. Along with this designation, Manchester has been awarded a grant of $138,850 to use for energy efficiency projects. MEEP is working on an application proposing how these grant funds will be spent. The MEEP group is an officially recognized group responsible for Manchester becoming a DOER & CEC Green Community. The MEEP Group works alongside Charlie Ehl from Guardian Energy Management Solutions to develop energy efficiency in the town. The group meets once every two months or so and works between those times on developing an energy efficiency plan and strategies.

1. Learning Outcomes / Enduring Understanding:a. Project Planning & Developmentb. Construction

2. Special Requirements: Scholar should be interested in engineering3. Out of school potential time: Scholars will spend a some time in periodic meetings

4. Transportation needs: Limited to Manchester town hall 5. Level of independence: moderate6. Possible Community Partner: Eric Magers & MEEP Team 7. Prerequisite:

Solar (Full Project) (Louis Masella + 1-2 Scholars) : In purpose of reducing greenhouse gas emission and reducing the community’s carbon footprint, the Green Team has been replacing energy burned by fossil fuels and hurting the Earth, with a more environmentally friendly solution of solar energy. This project is desired to be a year round project. The Green Team finds that the more solar the better! So it is the scholar’s job to implement solar into the community. Current solar project are (but not limited to) 1.): Powering the Aquaponics and hydroponics system on solar energy. 2.) Creating a parking lot solar array. 3.) Creating more solar for the roof of our school. The first project is in the stage of trial and error. The second project is still in researching stage. These will not be the only two solar projects available next year. The scholars in charge of solar will always be thinking of ways to incorporate solar into the community. An instrument of societal reformation has been available to us for quite the while, but it has been left unutilized due to laziness. Electric energy is the resource of the future and we as a race have the means necessary to harness enough to power the world in a clean, non-hazardous way. The first step is implementation, and that’s exactly what you’ll be doing. Simply brainstorming, dreaming, or spreading ideas is wonderful, but what we really need is someone to stand up and say, “We want this to happen now.” By adding solar panels we as a school and town could save lots of energy each day, month and year. It adds up! Don’t you think it would be amazing if you could say you made a huge difference? I think yes. So, if you care, sign up and voice hope for a new age. We could make a difference and we will if we take action right now! This could be in school or out of school. This Scholar’s interest in innovative thinking and finding ways to help preserve energy would prove to be helpful.

1) Learning Outcomes / Enduring Understanding:● Understanding Environmental Science and Energy.● Obtain knowledge of the engineering design process.● Gain skills on researching subjects and inferring.

2) Special Requirements:● This scholar must have an interest in solar energy and preserving the environment.● This scholar must have a little background knowledge on energy.

3) Out of school Potential Time:● Scholar must check email regularly from project manager and mentor.● Scholar must be able to attend meetings.

4) Transportation Needs: Null5) Independence: Scholar must be highly independent.6) Possible Community Partner: Mr. Gray 7) Prerequisite:

Other Green Team Projects : These projects require Scholars to work on projects that overall benefits the Green Team in at least one of these aspects: reaching out to the community; becoming more sustainable; advertising our work and successes. Sea Drifters (Full Project) (1-2 Scholars) :

Drifters (a.): Students in the College of the Redwoods Marine Science Technology Program (MST) recently built and deployed an ocean drifter designed to study California coastal currents. The drifter is a four-and-one-half foot tall by four foot wide structure made of PVC pipe, vinyl “sails” and a package containing a satellite transmitter. The drifter is designed to float just below the surface of the ocean so that its path is largely unaffected by the wind. A satellite tracking device protrudes above the ocean surface so the path of the drifter can be monitored by MST students, scientists and the public. It was dropped into the Pacific Ocean on Tuesday May 11 with the help of the F/V Trek II about two miles offshore of Noyo Bay. Information gathered by the drifter will be used in future MST Program classes, such as the Oceanography class that will be offered this coming fall semester. Funding and support for the project came from the Marine Advanced Technology Education (MATE) program in Monterey via a grant from the National Science Foundation. Scientists from Woods Hole Oceanographic Institute in Massachusetts provided materials and technical support to assist CR students to assemble the drifter, and the federal National Oceanographic and Atmospheric Administration (NOAA) donated satellite time to track the drifter. Marine Science Technology students on the Mendocino Coast Campus are hoping to see how changes in wind and currents affect the path of their drifter. Visit the MST web page for an interesting video about the program, and watch the site for a future link that will allow you to track the path of the drifter along with the MST students. Meanwhile, you can access a real-time Google map with the drifter location updated every four hours.Tracking Weather Changes (b.): Schools around the country have been completing a new project to help track weather changes. Kids gather groups together and create or purchase sea drifter buoy’s and place them in various places near their town. Some in the harbor and some out father where swells are created. This is a great way to help track weather patterns that keep track of our environment’s changes and effects from global warming, or our atmosphere. The modern drifter is a high-tech version of the "message in a bottle". It consists of a surface buoy and a subsurface drogue (sea anchor), attached by a long, thin tether. The buoy measures temperature and other properties, and has a transmitter to send the data to passing satellites. The drogue dominates the total area of the instrument and is centered at a depth of 15 meters beneath the sea surface. The data collected from these fisherman deployed buoys will help us track and control global warming. Let’s take action and be the next school to be a part of this project. Over the past 10 years more than 1000 drifters have been deployed around the country from more than 50 different schools! Let’s add to the list of schools to participate! Examples of the graphs the buoy will pick up: Temperature, swells, weather patterns, direction, etc. 1. Learning Outcomes/ Endure understanding: You should take an interest in the ocean, and how the water flows.2. Special Requirements: Transportation3. Out of school potential time: Some4. Transportation needs: To ocean5. Level of independence: moderate to high6. Community Partner: to be determined

7. Prerequisite:

Art Projects (Full Project) (1-2 Scholars): This project would be a great fit for Scholars who are interested in art. This project is one of the most unique projects that the program provides, and it also provides extensive educational benefits. Scholars could create art projects that use recycled material and incorporate new ways that are more sustainable. They could get the art teachers involved with this. The Scholar could also have the opportunity to create murals or signs that could influence the community to be a greener community. Another important aspect of the project is raising awareness about sea level rise by taking pictures of areas vulnerable to sea level rise in Manchester and Essex. Scholars will be working with the Manchester Composting Committee and other community partners in order to continue Project Compost Awareness Day. You’d have to make enthusiastic and creative signs promoting Curbside Composting in Manchester. These Scholars will then model

some projects after Susan Quateman to create banners that show what these sites will look like after sea level rise and then to present these at outreach events. Scholars will need to fundraise with Susan to get the funds for banners.

1. Learning Outcomes / Enduring Understanding: a. Artistic exploration and knowledge b. Learning how to work with recyclable materials c. Creativity

2. Special Requirements: The Scholar should show a special interest in recyclables and art; needs to be good at photography and photo editing programs.

3. Out of school potential time: some to accomplish goals 4. Transportation needs: some 5. Level of independence: moderate 6. Possible Community Partner: Art Department or local artists 7. Prerequisite:

Elimination of Green Crabs on Cape Ann (1/2 Project) (1-2 Scholars): This project deals with the elimination of the invasive species in the waters of Cape Ann. These crabs are threatening the shellfish that are so valuable ranging from Cape Ann to Canada. This invasive species is eliminating clams, steamers, and mussels. One green crab can eat forty half-inch clams a day, or thirty small oysters! This is most of the food for the entire ecosystem comes from the North Shore’s Great Marsh. The Great Marsh is the largest continuous stretch of salt marsh in New England, which extends from Cape Ann to New Hampshire, including over 20,000 acres of marsh, barrier beach, river, estuary, mudflat, and upland islands extending from Gloucester to Salisbury. These Scholars will get in touch with local restaurants to promote the selling of the green crabs in soups and other dishes. They will research and find ways to eliminate the power that these invasive species have over our environment. It is vital that we are able to eliminate the damage that these crabs are doing in our local waters. The responsibility in this project deals with connecting with local restaurants and promotes the soup, and explains why it is important to serve this dish. The Scholars must come up with ideas and sustainable ways of how to reduce the harm these green crabs are implementing in our environment today.http://heatheratwood.com/blog/the-most-important-food-blog-you-could-read/http://newburyport.wickedlocal.com/article/20141014/News/141018434

1. Learning Outcomes / Enduring Understanding:a. Critical Thinkingb. Education concerning ecosystems and bodies of water

2. Special Requirements: Must be independent, highly communicative, and have an interest in our local waters.

3. Out of school potential time: This Scholar would need to dedicate some time out of school in order for this project to succeed.

4. Transportation needs: Possible transportation depending on needs.5. Level of independence: Highly independent6. Possible Community Partner: Eric Magers7. Prerequisite:

Community Resiliency Plan to Manage Coastal Algae Blooms (Full Project) (1-2 Scholars) : Invasive algae blooms require a different maintenance approach than typical seaweed management strategies because blooms

are unexpected and can generate an extensive volume of material to manage. Thus, removal and reuse become difficult. The material accumulates in large piles and begins to decay, producing noxious odors and creating an attraction to insects and their larvae. Past blooms have resulted in the disposal of algae material into landfills and traditional composting operations. However, adding this putrefying material to a landfill can create odor issues and thus, impacts to nearby communities. Using this anaerobic material in traditional aerobic composting operations complicates the process and degrades the quality of the finished product. Accordingly, traditional composting operations typically do not accept the algae material for their process. A proposed pilot project will involve collecting algae from public beaches at the Town of Manchester-by-the-Sea and designing and establishing a new composting protocol at the Town’s designated composting site. The pilot project will help inform the development of a Coastal Algae Bloom Management Plan (Management Plan) for invasive algae that beach managers can have in place before a bloom occurs. The Management Plan will create a model that can be applied to other coastal communities to: (a) address regulatory requirements; (b) create collection and removal procedures; and (c) initiate reuse alternatives. In addition, students in the honors program from the Manchester-Essex Regional High School will develop related projects and activities based on the Management Plan and learn from and with the team professionals.Design of Composting Method: The pilot project will develop new protocols for composting algae material. The algae will be mixed with a bulking material, such as wood-chips, at the source beach. Once moved to the composting site, an aerated pile will be constructed. The base of this pile will be constructed by laying a loop of perforated plastic pipe on the ground and covering it with a layer of wood chips or unscreened compost. The algae material mixed with wood chips will then be placed in a pile on the prepared base. Next, a one-foot-wide layer of screened compost will blanket the algae pile for insulation and odor control. The perforated pipe loop will be connected by solid pipe to a fan. By drawing air through the pile, aerobic composting conditions will be created. Odors will be controlled by conducting the effluent air into a small, screened area of cured compost, or a bio-filter, to absorb the gases. The fan will be operated intermittently to maintain oxygen levels during the composting period. During this time, the algae “…sludge is stabilized by the rapid decomposition of volatile organic solids, and odors are abated.” Changes in the composting protocol will be made to optimize the system design. -Permitting. All required approvals and permits will be secured for the pilot project. Regulations will be evaluated to determine their applicability to algae collection and removal on beaches and to composting sites. The types of approvals that might be required include: (a) order of Conditions from the local Conservation Commission and other local approvals; (b) other state and federal approvals, depending on beach location, such as a Massachusetts Endangered Species Act Permit, U.S. Army Corps of Engineer Permit, 401 Water Quality Certification through Massachusetts DEP, and possible revisions to Massachusetts Coastal Zone Management beach management plans. Pilot Project: For the pilot project, algae deposits will be collected from public beaches at the Town of Manchester-by-the-Sea on a weekly, or on an as needed basis, through July and August. The collection and removal methodologies developed in the design phase will be used. In addition, a monitoring component for shorebirds will be included during collection. The material will be taken to the Town’s designated composting site located at Upper School Street for composting according to methodologies developed as part of the design phase. Coastal Algae Bloom Management Plan: The Management Plan will be the final product of this project and will evaluate and assess the pilot project. The purpose of the Management Plan is to provide an algae management model for other coastal communities, which gives guidelines on regulatory requirements, collection and removal, and composting protocols. The ultimate goal is to find a viable reuse option for composted algae deposits and develop the methodology as a model for use by other communities. Foundation will be working with a Task Force in Essex to determine vulnerable areas of Essex’s coastal areas. They are worried about climate change and raising sea-level specifically. Over the course of the summer, a report will be made to determine priority targets and projects to be done. These projects could be very good for a Scholar to help with. These projects may take a while to get rolling, but research will be a viable and interesting portion of the process. These projects will also help increase coordination between Manchester and Essex. Since the

project is unknown at this point, it will require a Scholar whom is flexible and very independent. If a Scholar shows interest, then they could work this summer as well from the start of the process.

High Level Home Conservation Measures (½ Project) (1-2 Scholars) : American homes use a considerable amount of energy and resources. Americans actually consume 25% of the resources world-wide but are less than 5% of the population! This project would identify and potentially install three different conservation measures. Can they happen? What is needed? How can it be done? How much will it cost? This project like all the others has real consequences and real ramifications.● Water Collection System: Did you know Gloucester, MA has the most expensive water rates in the

country? That is correct, you read it right! Gloucester water / sewer rates flip flop with San Francisco, CA as the most costly in the nation! The system is called “collecting “grey water” which can be used for literally anything except drinking.

● Micro Wind : small wind turbines placed on the top of a roof to maximize capturing wind energy● Thermal Hot Water : water that is cycled through a network of pipes or tubes that is heated for residential

hot water consumption. 1. Learning Outcomes / Enduring Understanding:

a. Project Planning & Developmentb. Construction

2. Special Requirements: Scholar should be interested in engineering and or investigations such as this. It will take a lot of research on it to determine the best and most cost effective systems.

3. Out of school potential time: Scholars will spend a some amount of time setting the systems up however most of the project will be spent in the investigation, planning, and designing process

4. Transportation needs: Depending on the needs of the individual, transportation would need to be determined before accepting such a project.

5. Level of independence: Scholars will need to be moderate to highly independent 6. Possible Community Partner: Eric Magers7. Prerequisite:

Wind Turbines (FULL Project) (Eddie Beauregard + 1 underclassmen): Wind Power is one of the greatest alternate energy sources on the planet. Wind Power is growing rapidly throughout the country because people want to become more environmentally friendly. This Project would include studying the science behind wind turbines and becoming an expert with the science. The first part of this project would be to Study the different types, shapes, and sizes of wind turbines and looking at the amount of energy each one could produce. An important part of the project is to understand how a wind turbine converts the motion created by the wind into energy. The scholar will learn why wind turbines are placed in specific locations and the significance of those locations. The last part of this project would be to take all of the knowledge gained from studying wind turbines and use that to build one. Building a wind turbine would be great hands on way to learn more about everything behind these truly great machines.1. To research and become a content expert on the history, utilizations, functions, global impact and environmental benefits of wind as an alternate energy source. As part of the research the scholar learn about the different wind turbine design and the significance of each design.2. The scholar will then focus on the specific topic of micro wind turbines. With an ultimate goal of implementing micro wind turbines as an alternate energy source at Manchester Essex Regional High School. The scholar will demonstrate to the school administration the benefits and environment impact that the micro wind turbines will have on our community. The goal is to provide information on the cost, function, environmental benefits, and energy outputs of the micro wind turbines.

3. The scholar will research and find grants to fund my project. The grant money will enable to purchase the materials needed to construct the wind turbines.

1. Learning Outcomes/ Enduring Understanding● Teamwork● Wind Turbine experts● Communication● Professional collaboration

2. Special requirements: None needed3. Out of school potential time: Moderate4. Transportation needed: None5. Level of independence: Moderate6. Possible community partners/ Advisor: Keith Gray8. Prerequisite:

Middle School Green Team Club (1/3-1/2 Project) (2 Scholars): Next year in Green Team, the Scholars will be working with the Middle School Green Team that will be directed by our advisors, Mr. Ricci-Munn and Mr. Magers. We plan to make PowerPoint’s about new topics that will intrigue the young Scholars to have discussions about what is happening in the environmental world today. When we are not working off a PowerPoint, we will still plan interesting discussions and plan new topics for discussions. Whatever we will be discussing, we will be using a chosen theme for the month, and the students could even help come up with this. We will develop a MS Green Team and assist in developing a MS Green Scholars Jr. as a feeder program to the High School. We will develop processes for managing a school wide compost pick-up one a week on Fridays. When that is up and running, a system for SSR collection will be developed. Relating to a theme for each month, students will also be choosing a monthly behavioral change to change something about themselves to make them that much more environmentally friendly. There will definitely be an education component in this course and will discuss and teach new things about the Green world. Another interesting component that we would like to include would be a service component. the young Scholars will be able to go on field trips, and possibly have days when they volunteer and clean up around Manchester for community service hours. We thought it would be a good idea to also make some sort of blog advertising what the middle school green team does, and how us Scholars help them with what they do. Whatever we write in the blog can also be added to the High School newsletter. We look forward to playing games with the middle school to bring about the education component into what we are doing in a fun way. During our time together, we will also be able to watch educational videos, movies, or documentaries that will intrigue the middle school. It would also be an interesting idea to include current events about the environment. However, this would just be a discussion, nothing would have to be due to us or emailed because we want to make this a stress free class. Another fun thing that we could include, is focusing on consumerism of healthy food, and possibly be able to make some and bring some of it in to show the students how to eat more greens. Every Friday, or one day a week after school, Middle School Scholars will do the recycling and composting in the school. They will be in charge of a job that most interns are in charge of. In the fall of 2016, we hope to have Junior Scholars as an elective for middle school working with the high school during the green team blocks. We look forward to working with the new Middle School Green Team!

1. Learning Outcomes/Enduring Understanding: a. Designing curriculum/activities/lessons for Middle Schoolsb. Event planningc. Getting the younger generations involvedd. Social media integratione. Managing studentsf. Program development

2. Special Requirements: Able to deal with Middle “Schoolers/Tweens”3. Out of school potential time: Before school/After School up to 8 times a month. 4. Transportation needs: Scholar would require his/her own transportation5. Level of independence: Moderate 6. Possible Community Partners: Current Advisor is Ricci-Munn although could be Arthur,

Magers7. Prerequisite:

Styrofoam and Plastic Water Bottle Ban (1/2-3/4 Project) (1-2 Scholars): The Town of Manchester has already successfully implemented a plastic bag ban, and now the Green Team is hoping to implement both a Styrofoam ban and a plastic water bottle ban. Expanded Polystyrene (EPS) or Styrofoam will never break down naturally. Just recently the substance has been recognized as a carcinogen by the U.S. Department of Health and Human Services. Styrofoam’s contribution to waste and landfills can be misrepresented because of the lightweight nature of EPS. Many waste statistics are usually dealt by weight and not by volume. 10 pounds of Styrofoam is the equivalent space of a full sized refrigerator. Due to high volume landfills have to close and the only local alternative is incinerating the trash. Burning styrene causes cancer and is incredibly harmful to the atmosphere and air quality. Amherst and many other towns have already taken action and banned EPS. The attractive of Styrofoam is the cheap costs, but the alternatives are not much more expensive. Studies were done and only 30% of local businesses, mainly restaurants, used EPS. A Scholar would work to begin the stages of the banning Styrofoam in Manchester. A similar process to banning plastic bags; it would involve determining the public opinion and feasibility of the project. It would require a very independent Scholar who is very interested in the project. As for the plastic water bottle aspect of it, these Scholars would need to explore the environmental costs of plastic water bottles and then communicate them to the community (there’s an existing video on it).

1. Learning Outcomes / Enduring Understanding:a. Independent Planningb. Self-Monitoringc. Urban Planningd. Government policy and regulations

2. Special Requirements: Interest in working in the community and public awareness3. Out of school potential time: a moderate amount of time4. Transportation needs: Scholars would require transportation every so often5. Level of independence: High6. Possible Community Partner/Advisor: to be determined7. Prerequisite:

Green Chemistry Lab Coordinator (1/3-1/2 Project) (1-2 Scholar) : The Chemistry Classes would like to become more environmentally friendly with the Labs that are run during the year. Project includes but is not limited to: meeting with Mr. Gray on the requirements of and results needed from a lab, Researching outside sources, evaluating the chemicals involved, discussion with Mr. Gray about implementation, and as a possible Lab aide / etc…

1. Learning Outcomes / Enduring Understanding:a. Understand of practical uses of chemical conceptsb. Develop labs that are ecologically friendly use of alternative options to "typical"

chemistry labs

c. Create lab structure that follows accepted procedure & produce the correct resultsd. Develop approved disposal techniquese. Follow sequential topics & produce a year-long sequence for alternative labs either

obtained from known sources or modified2. Special Requirements: This Scholar should have experience and success in Chemistry, but

success in Science is a must.3. Out of school potential time: Scholars will spend most of their time working on their project

during class.4. Transportation needs: None5. Level of independence: Scholars will need to be highly independent6. Possible Community Partner: Mr. Gray7. Prerequisite:

Marine Hydro Kinetics on the OCS and/or Tidal Energy Project (FULL Project) (1-2 Scholar) : Just recently legislation had been passed to streamline the process for developing projects on the Outer Continental Shelf (OCS), the large drop off to open ocean 3 miles from the Massachusetts Shoreline. Marine Hydro Kinetics utilizes the oceans constant motion and captures the energy produced through the currents and tides. Daniel L. Hubbard, the Chief of Maritime Energy and Marine Planning in the US Coast Guard, has extended his hand in helping develop a research project. A Scholar would work on an independent research project to learn more about tidal energy and the effectiveness on the OCS. The Scholar would be utilizing many contacts such as Engineering Consultants and Oceanographers to compile data, develop a plan of action and give a logical recommendation on how to move forward. Tidal energy is produced through the use of tidal energy generators. These large underwater turbines are placed in areas with high tidal movements, and are designed to capture the kinetic motion of the ebbing and surging of ocean tides in order to produce electricity. Tidal power has great potential for future power and electricity generation because of the massive size of the oceans. The scholar in charge of this project will research companies that can implement this source of energy in the town of Manchester or Essex. After research, the scholar will create a proposal to whomever it will concern to try to implement the turbines. Here are some resources.

▪ http://www.boem.gov/Florida-Revised-EA-FONSI-August2013/ ▪ http://digital.law.washington.edu/dspace-law/bitstream/handle/

1773.1/1044/1WJELP079.pdf?sequence=4▪ http://www.boem.gov/press06192014/ ▪ http://www.ucsusa.org/clean_energy/our-energy-choices/renewable-energy/how-

hydrokinetic-energy-works.html1. Learning Outcomes / Enduring Understanding:

a. Understand of practical uses of hydrology b. Develop understanding of engineering concepts

2. Special Requirements: This Scholar should have a budding interest in engineering 3. Out of school potential time: Scholars will spend some of their time testing, installing, and

monitoring equipment 4. Transportation needs: depending but some potentially 5. Level of independence: Scholars will need to be highly independent6. Possible Community Partner: Phil Cole 7. Prerequisite:

Other Projects and Ideas: The following projects and ideas have not been formally created with a community partner. These are promising leads and ideas that could eventually become a project. Engineering & Design:● Green Building Design: A Scholar would choose a location for a building and then work with a mentor to

make the building as green as possible. The town is currently working on a building review of all properties/structures owned by the town. This is being put together by Andy Oldeman, an architect, and member of the Finance Committee as a stepping off point for a long term capital improvement project for the town. Andy might be a community partner for a student looking at this type of project. (His email address is: aoldeman@smma.com-- Ms. Driscoll)

● BioFuel Made From Algae ● Aquaculture - Learn and implement how to cultivate aquatic species in a controlled environment.● Design and build a mobile OGZEB (Off-Grid Zero Emission Building) Research, design, and construct an

Off-Grid Zero Emission Building on a trailer. OK, maybe it won’t be completely Off-Grid, but definitely Net-Zero! Aspects of the project include investigating and choosing sustainable, green materials, energy and water systems, and building design, as well as, financing, procurement, and construction. Opportunities include recycled, re-purposed, non-toxic, sustainable building and insulation materials, integrated water collection and filtration, ventilation and heating/cooling systems, roof garden/greenhouse, composting toilet, wind-solar energy system, safe, efficient lighting, multi-function furniture, and interior design for small spaces. This is a long-term project and Scholars are encouraged to participate in specific roles and/or phases of the project that match their interests.

Conservation:● Clean Marinas: A Scholar could work closely with a local marina to help create a cost effective plan to

create a greener marina. The effort would lessen the impact of boating on the local marine life and coastline.

● Fisheries management – promote sustainable fishing to allow fish populations to resurge back to normal numbers. As well promote the use of sustainable energy and green/recycled products

Climate Change:● Flood Plains: Why my house is now in a Flood Plain and why does that mean I now have to buy FEMA

insurance?● Energy Reduction Project: Look into reducing energy in any way possible. We use insane amounts of

energy using water, lighting, and machinery. The numbers would be shocking. If we could figure out a way to decrease the amount of energy we use daily we could make our school, homes and surrounding areas more eco-friendly and save ourselves great amounts of money, that otherwise goes towards bright lighting, water, and electricity bills. The objective for this project is to figure out the best ways to decrease the amount of energy we use in the school that are realistic and efficient. You will need to do to extensive research and create lists, spreadsheets of costs, and proposals to whomever it concerns.

● Resources and Energy Education: Campaigns to show where our resources and energy current comes from and the faults within that system. Where does water come from? -Where does electricity come from? -Where does sewage go?

Waste Reduction and Sustainable Purchasing Strategies:● Sports Swap - Instead of buying brand new equipment and throwing it out once used. there could be a

sports swap which is an opportunity to trade sports equipment with one another which would help reduce the amount of waste produced by the consumer and would also save people money. In addition, a scholar could work to reduce waste at sporting events. Helpful partners would be interest parents, coaches or the PTA.

● Clean the World - Every 10 seconds, a child dies from a disease that could have been prevented with proper hygiene. The bar soap your group will be collecting, will be used to save lives. Not only does the soap save lives but also reduces waste. Depending on the demand at the time we receive your soap, it will be used in the hygiene kits we make and distribute to the victims of the Oklahoma tragedy or sent to one of the 45 countries we distribute to that greatly need bar soap. A scholar(s) could run a soap drive at the end of the semester (preferably spring due to nice weather). They would go through all seven steps (see website). These steps would include: setting up a deadline and venue, advertising, researching the process of recycling soap, running the drive itself, then packaging and sending the soap. This project could expand increase awareness in the community for companies and hotels to recycle their soap in the long run.

Education:● Green Lessons K-5 (Five Lessons each Grade) - Green Lessons through grades K-5 will further the

importance of what it means to be green, as well as create being able to live a sustainable lifestyle