University of Idaho

LIME’s Child Environmental Stewardship Outreach:

Prepared by: Shawna McCullough

May 6th, 2015

General Overview:

Living Informed about My Environment (LIME) was founded by Shawna, a mother

with an educational background in environmental science and toxicology.   Through

the LIME organization, Shawna endeavors to give children, parents, educators, and

community members the knowledge and tools to become ecoliterate.  Over the next

several years, she intends to demonstrate that participating in LIME programs and

ecoliteracy curriculum will allow children and adults alike to discover that

environmental stewardship is not simply an application of science or a way of life,

but a universal language.  Parents and community members interested in teaching

the next generation about healthful choices and human impacts on the earth are

welcome to join LIME to support the organization’s objectives.  LIME strives to

facilitate environmental projects within local schools to give children and

community members the knowledge and problem solving skills to mitigate

environmental problems and minimize future environmental concerns. 

Tomorrow’s leaders need to be equipped for tomorrow’s challenges, and society

must adequately prepare children for the future they will inherit. This challenge is

answered by a commitment to providing environmental education, and cultivating

the next generation of sustainability and conservation leaders. Studies have shown

environmental education engages students in learning, raises test scores, and

encourages youth to pursue careers in environmental science and natural resources

(Stone and Barlow, 2005).

An important goal of environmental education is to train students to make informed

choices in respect to the environment. A 2005 report from the Environmental

Protection Agency evaluated the effect of environmental education on students and

communities since the National Environmental Education Act was passed in 1990.

The report determined that environmental education increases societal

consciousness of environmental concerns, and delivers the literacy that children

need to become environmental stewards (Hollweg et al., 2011).

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Though the term ecoliteracy has a multifaceted definition, the overall interpretation

is to understand the function of natural systems and, in turn, partner with the

earth’s systems to achieve mutual benefit. Drawing from social, emotional and

ecological avenues, ecoliteracy is a skill that adults and children alike must learn just

as they learn math or reading. However, ecoliteracy is a concept that extends

beyond simple environmental curriculum. It is a way to incorporate awareness,

appreciation and advocacy for the environment into everyday life. Primarily,

ecoliteracy entails teaching students to be aware of the impact that humans have

had and will have on natural systems. Effective leadership builds on encouragement

of all individuals to take an active part in the creation of new actions and habits

(Goleman, D. et al., 2012).

Background

Causes of the problem:

Urbanization and Technology

Greatly increasing over the past century, 81.5% of children live in urbanized areas

versus 18.5% in rural areas (see Figure 1). Compared to the national average, even

more California children live in urban areas. The “concrete jungle” is creating an

emotional division between children and nature. On average, children engage in

seven hours of media time each day; including television, music, computers, and

video games. Children are spending less time outside and are more disconnected

from nature than previous generations. In a study conducted by Dr. Cheryl Charles

and Richard Louv, less than a quarter of America’s children play outside

consistently, creating a deficit in nature exposure. The shift away from nature is

encouraging energy consumption and subsequently reducing natural resources in

an effort to fuel the demands of technology (Energy Kids, 2014). If children are

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California

detached from nature, they will fail to learn and understand the value of the

environment and it’s resources.

Figure 1. Comparison of the percentage of national versus Californian children

living in urbanized and rural areas (kidsdata.org, 2014).

Processed Foods

Industrialization created a new era of American consumption. Beginning in the late

nineteenth century, food began to be mass-produced, mass marketed, and

standardized. Factories processed, preserved, canned, and packaged a wide variety

of foods (Greiner, 2014). Processed cereals, which were originally promoted as one

of the first health foods, quickly became a defining feature of the American

breakfast. Due to this trend, children’s palates changed, and a desire to eat

increasingly processed and nationally distributed foods altered nutritional choices

across America (Greiner, 2014).

More alarmingly, parents and children alike are unaware of the impact their food

has on the environment. The American diet is mostly composed of factory-farmed

foods and derivatives of processed corn, soy, and wheat, Americans contribute to

global deforestation of rainforests and habitat destruction by default. The cash crop

commercial farms needed to produce finite amounts of food are responsible for

water contamination, deforestation, poverty, and soil erosion. Industrialized

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farming is one of the largest contributors to planet pollution (Gustavsson et al.,

2011).

Culture

American culture fosters the need for convenience. Amidst busy schedules and over

commitment to children’s extracurricular activities, the “rat-race” fuels a fast food

nation. With grab-and-go, overly packaged food, fast food outlets are our country's

primary source of urban litter and a significant hurdle to local communities' waste

diversion goals (Hall et al., 2009). Eating out has become the social norm, and fewer

families are making a point to sit at the dinner table for a home-cooked meal,

causing a shift in children’s dietary ideals.

More importantly, children are increasingly influenced by commercialism and

marketing is largely directed towards them. U.S. companies spent approximately

$17 billion advertising to children in 2009 (McBeth et al., 2008). Children sit as a

captive audience and mass marketing teaches that everything is replaceable. The

young consumers are detached from knowing where their unwanted items go when

they are thrown away, and why it is important to not always buy new, but reuse an

older object.

Stigma of environmentalists

In the 1960’s and 1970’s, hippie counterculture became synonymous with

environmentalism. The media historically portrayed environmentalists as anti-

business and created a fictitious idea that only people who hug trees can care about

the environment (James, et al., 2004). The stereotypes are negative and hamper

progress among audiences who generally agree with environmental goals

(American Forest Foundation, 2014). To overcome the stigma, marine

conservationist Charles Saylan believes that term “environmentalism” should be

exchanged for “responsible citizenship” (James, et al., 2004). Incorporating

environmental responsibilities into children’s societal training would foster social

acceptance and identify environmentalism as a universal right of all people.

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Scope and Urgency

Scope

Environmental awareness is far-reaching and all encompassing, as there are no

limits to how many people can learn to make responsible ecological choices. More

importantly, there is no age requirement to begin to learn about human impacts on

the earth. Over the past two decades, scientists and environmental advocates

reiterated the crucial significance of ecological literacy in today's world, where

young people are faced with escalating environmental challenges, including climate

change, exhaustion of resources, habitat destruction, and environmentally related

diseases. "This generation will require leaders and citizens who can think

ecologically, understand the interconnectedness of human and natural systems, and

have the will, ability, and courage to act (Stone, 2009).

Urgency

Humanity has reached a crossroad where numerous ecological disasters exist,

making ecological literacy an urgent matter. Earth’s resources are finite and people

need to learn exactly what that means. While a great deal of attention has been

given to what governments, corporations, utilities, international agencies, and

private citizens can do to help in the transition to sustainability, substantially less

thought has been given to what schools, and young minds can do. Ecological literacy

asks how the discovery of earth’s finite capabilities affects the content and

substance of education.

Population growth exacerbates environmental problems such as climate change,

species loss, and resource extraction. Since the 1950’s, population growth was

responsible for clearing 80 percent of rainforest, loss of thousands of plant and

animal species, a 400 percent increase in greenhouse gasses, and development of

about half of the earth’s surface (Raffensperger, 2010).

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American population growth is leveling off, but high levels of consumption greatly

drain resources. Though Americans account for 4 percent of the world population,

they consume 25 percent of the resources. If resources are used in at the current

rates over the next 30 years, scientists have warned that the earth will plunge into

an unprecedented environmental crisis (Raffensperger, 2010).

Today's environmental issues are momentous and urgent, and need to be central to

education. Environmental science is more important now than ever before because

of the world’s changing climate, increasing threats to wild places, and declines in

civic engagement in local communities. Teaching ecoliteracy to sustain the planet

should be a mission in education just as reading and math. Currently, most children

are not given the knowledge and tools to mitigate environmental damage for the

present and future. They cannot be expected to be capable stewards of the troubled

planet when they do not have a basic knowledge of what environmental concerns

are, what their role is, and what they can do.

Recent Developments

A myriad of environmental awareness groups and private organizations

implemented ecoliteracy programs in communities and individual schools over the

past two decades. Citizens and educators are slowly becoming aware that children

need environmental focus in their lessons. Lunch programs are aiming to be less

consumptive, some buses are fueled by propane, and new buildings are aiming to be

Leadership in Energy and Environmental Design (LEED) certified by the US Green

Building Council. A multitude of grant programs were established by private

organizations and the government to encourage environmental stewardship and

innovative designs in schools.

Most encouragingly, on April 16, 2012, the White House Summit assembled

stakeholders to consider new concepts for environmental education in the 21st

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century. The federal government plans to become more involved in the role of

environmental education by supporting possible associates, programs, and

objectives. Ultimately the goal is to “ensure environmental education fosters

lifelong environmental stewardship from K through Grey” (United States

Environmental Protection Agency, 2014).

Previous Successes

During the 2004-2005 school year, the Center for Ecoliteracy presented

opportunities for schools to participate in a series of workshops to reform school

lunch programs. John Muir Elementary in Berkley, California chose to be a pilot

school in the School Lunch Initiative (SLI). The workshops incorporated research

that showed how restructuring the school lunch period would provide for better

student behaviors. The school simply elected to have their lunch period after recess

to eliminate a rush to go outside and play. They also chose to extend the recess

period by ten minutes to allow time for students to burn energy. When students

were finished playing, they were willing to sit and eat their meals. The school

subsequently observed less food wastes and soon implemented compost, recycle

and landfill disposal programs in the lunchroom. The lunchroom was ultimately

used as an education opportunity to teach students how and why to dispose of their

wastes in a more sustainable manner (Goleman, D. et al., 2012).

The Edible Schoolyard Project originated at Martin Luther King Jr. Middle School in

Berkley, California over fifteen years ago. A daily passerby (and chef) thought the

school looked as though nobody cared for it. After writing to the local newspaper

and expressing her sadness for the school, she was contacted by the principal. The

principal gave her an acre of disfigured land on school property and asked for her to

help mend the spirit of the school. After several meetings with teachers, the entire

school accepted the proposal to plant a garden. The news of the garden spread

quickly and the community assisted in tearing up asphalt to transform the land

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(Waters et al., 2008).

The Shrimp Club originated in 1992 in a 4th grade classroom and sought to protect

endangered California Fresh Water Shrimp. Students were motivated to restore the

shrimp’s streamside habitat by working with teachers, ranchers and professional

restoration designers. Today, the STRAW (Students and Teachers Restoring A

Watershed) Project consists of a large system of students, teachers, restoration

professionals and community members that implement restoration efforts

throughout California. Individual projects seek to incorporate student innovation

and provide positive impacts on social, economic and environmental stability (Point

Blue, 2014).

In 2004, The Green Schools Initiative was established by parent-environmentalists

that were appalled at how environmentally irresponsible their children’s schools

were. The parents’ goal was to transform schools to be models of sustainability for

communities by using resources sustainably, creating green schoolyards and

buildings, eliminating toxics, serving healthful food and teaching ecoliteracy (Green

Schools Initiative, 2012).

Previous ecoliteracy efforts have been well received within an elementary school

platform because younger children are willing to be curious about their

environment. Successful projects afforded students the opportunity to collaborate

with other citizens, organizations, businesses and the government to combine their

resources and trouble-shoot to achieve ecological solutions in their communities.

Furthermore, place-based projects were integrated back into classroom lessons,

allowing students to apply their knowledge to solve real problems. More

importantly, children exercised empathy when they were given the opportunity to

connect with nature by learning key ecological principles.

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Initial Focus

In the 2015-2016 school year, LIME will coordinate, implement, and oversee

numerous ecoloiteracy appropriate programs. Agendas and curriculum throughout

Riverside County, California school districts will be aligned with the successes

achieved by other schools previously mentioned. However, priority will be given to

food waste reduction. Food that is produced but not consumed wastes massive

quantities of fresh water, among other natural resources, and is a global epidemic.

Nearly one third of all food produced in the world is discarded. To contribute to the

waste, over 8 million hectares of land is used for grazing cattle. In addition to

grazing, Amazon rainforests are clear-cut each year to provide soy feed to

worldwide livestock (Food and Agriculture Organization of the United Nations,

2015). Almost one quarter of freshwater consumed in the United States is

associated with food waste, which equates to more than the total volume of Lake

Erie (U.S. Department of Agriculture, 2015). Proportionately, food waste also

correlates to 2.5 percent of the United States’ energy budget being squandered

annually (Food and Agriculture Organization of the United Nations, 2015).

In the dawn of California’s serious drought, many cities are working to use less

water. LIME envisions this circumstance as a perfect opportunity to help young

students and the community fully comprehend the environmental impact of food

wasting. Operation Waste Less (OWL) is a food waste minimizing program that will

be implemented by LIME, and aims to analyze natural resource footprints to assist

the school food program, faculty, and students alike to better balance production

with demand to avoid unneeded food. Furthermore, OWL will implement methods

to reuse food surpluses within the human food chain.

To mediate and redirect food waste, OWL consists of the following fundamentals:

1. Implementation of a curriculum guide by Just Eat It: A Food Waste Story, that

focuses on students understanding their ecological footprints in regards to

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food consumption. Students will analyze, discuss, and brainstorm some of

the problems and solutions surrounding the concept of their food footprints.

2. Join the U.S. Food Waste Challenge sponsored by the U.S. Department of

Agriculture (USDA) and the Environmental Protection Agency (EPA). In

joining the challenge, schools will commit to reducing food waste, feeding

hungry members of society, and preserving natural resources (U.S.

Department of Agriculture, 2015).

3. Utilize smarter lunchroom strategies, allowing children to self-serve,

extending lunch times by 10 minutes, and allowing recess before lunch.

These approaches will be emulated from the School Lunch Initiative

mentioned previously.

4. If not fit for human consumption; schools will accept pick-up from local

farms for livestock feed, conserving resources that would otherwise be used

to produce commercial feedstuff. Collaboration with local farms such as Da-

Le-Ranch in Lake Elsinore, CA and Circle T Ranch in Temecula, CA will

initiate food-scrap projects that are structured after programs implemented

at Rutgers University and The Pig Idea.

To reduce food waster at Rutgers University in New Jersey, the dining halls

partnered with local Pinter Farms, who gathers an average of 1.125 tons of food

waste per day from the University’s four main dining halls to feed hogs and cattle

(Environmental Protection Agency, 2009). The program was implemented in the

1960s, making it the oldest food diversion and salvaging programs in the country. It

was initiated when dinging operations produced more trash than the University

facilities could accommodate. The program not only reduces landfill volumes,

greenhouse gas emissions, and water waste, but it saves the University over

$100,000 annually in waste hauling costs (Environmental Protection Agency, 2009).

The Pig Idea is a United Kingdom based campaign to encourage feeding food waste

to pigs. Historically, humans have been salvaging food waste by feeding pigs for

centuries. Revitalizing this practice helps to protect Amazon forests from being

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clear-cut to produce millions of tons of soy feed in South America (ThePigIdea.org,

2015). With the understanding that much food waste is comprised of meats, The

Pig Idea endeavors to educate people on reducing meat waste by decreasing the gap

between consumption and nutritional requirements. In addition, the organization

helps communities identify that animals should be fed in the most sustainable

manner, yielding animals that are raised with the highest welfare standards with

higher nutritional value.

In following these fundamentals, the OWL program will achieve liberated food

supplies for hungry people, lower costs for livestock farmers, a healthier food

supply for livestock, and reduced economic and environmental impacts of unused

foods.

Target Population

LIME is a network of parents, volunteers, students and professionals working in the

field of environmental education throughout Southern California. The organization

recognizes the need for a coherent body of information about environmental issues

and the necessity to integrate environmental curriculum into all types of educating

institutions to reach a wide array of audiences. LIME offers a variety of programs

and services to increase environmental education visibility and reach various target

populations of children at their schools and homes, educators, parents, and

community members and leaders.

Demographics:

Age: Children of all ages and educators

Gender: Male and female

Location: Educational institutions, community venues, and natural settings

Educational Level: All grade levels

Ethnicity: All ethnicities

Psychographic and Lifestyle Factors

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This demographic is centralized in a scholastic environment. Though no statistical

studies have been conducted on the demographics of ecoliteracy implementation,

most ecoliteracy programs have been executed in geographically isolated areas.

Program operation has occurred in both rural and urban settings, and wealthy and

low-income neighborhoods.

There are limited psychographic factors that would prevent a child from

participating in ecoliteracy programs, as children are generally receptive to new

ideas and group-inspired activities.

An important lifestyle factor to consider is a child’s home life. Children are

predisposed by the examples set by their caregivers, and food and waste choices are

limited to healthful and environmental awareness and influences at home. Although

the economic position of the target audience varies, in general, impoverished

children are more susceptible to poor food and waste choices, as their families have

limited food budgets and are uneducated about environmental responsibilities

(Ocwieja, 2010).

Historical and Current Reception

Ecoliteracy is still emerging as an educational paradigm and is slowly spreading

throughout educational systems. Over the past two decades, the topic was

unfamiliar to many children, educators, parents, and communities, and enthusiastic

historical reception was limited. However, with recent sizeable knowledge of

environmental concerns such as climate change, clean water shortages, and habitat

declines, the general public is becoming more supportive of environmental

programming in schools and communities (Ocwieja, 2010).

Potential Motivators

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Children face complex interconnected environmental and social challenges.

Ecoliteracy encourages team building, citizenship, and improved quality of life.

Children will gain connection to nature and learn their connection to and role in

environmental concerns. As a young generation learns ecoliteracy, the capacity to

understand and care about human actions will motivate society as a whole to form

conscious habits and make positive differences for earth’s benefit. Additionally,

studies in California have found that students who participated in ecoliteracy

programs performed higher on academic achievement assessments than children

who did not participate in like programs (Environmental Education Report, 2007).

Potential Barriers

There are numerous barriers which obstruct the execution of environmental

education, including: time and resource limitations for teachers; lack of teacher

knowledge and skills; lack of awareness of departmental regulations regarding

environmental education; and disparities and gaps between theories (with respect

to environmental education) held by policy makers, curriculum creators and focus

on further or restructured teacher education (National Environmental Education

Foundation, 2013).

Beyond core curriculum, such as math, reading, and history, school budgets are

being restricted in many states due to increasing state debts. Furthermore,

environmental education is considered an extracurricular subject and is largely

unstructured and supported by state politics and school systems. Discouragingly,

Congress is unsupportive of federally-funded, environmental education, and funding

programs were cut to minimums in fiscal year 2013 (National Environmental

Education Foundation, 2013).

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Available Resources

There are a multitude of private organizations, which developed free guidelines and

recommended curriculum for implementing effective environmental education

programs in all grade levels of schools. Programs such as the North American

Association for Environmental Education (NAAEE), consulted a diverse team of

professionals to substantiate and review the material that NAAEE distributes to

educators (Ocwieja, 2010).

Other programs vary in method and objectives, but provide structure for novice or

veteran environmental educators and volunteers. Many of the resources require no

financial obligation, and have suggestions for initiating environmental education

with little or no funding available. Most materials and resources are available via

download from organizational websites and offer regular information updates.

Beyond curriculum, many of the projects LIME intends to implement or facilitate

will take place in school buildings as after-school programming. In the event that

additional facilities are required, LIME will rely on community support and donation

of such facilities. On-site courses will occur in environmental arenas such as rivers,

beaches, oceans, wetlands, estuaries, and nature trails.

Mass Media

To cultivate awareness about LIME’s objectives and ecoliteracy, mass media such as

radio, newspapers and other publications, television, public service announcements,

documentaries, and social media can be used to overcome knowledge gaps about

available environmental education programs. Mass media would be best utilized to

emphasize roles individuals can play in protecting the environment on a local

platform. Audio-visual media, including documentaries, would be most successful in

exposing expert opinions, environmental concerns, and solutions (Ocwieja, 2010).

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America is an oral society where information spreads via personal encounter,

experience and word of mouth. Parents are prone to sharing family activities on

social media as an avenue to inform friends and families. Educational institutions

are also beginning to inform their communities about events via social media. If

participation is broadcasted on social media, people will be greatly influenced by

peers to become involved in unfamiliar programs. Growing popularity of social

media statistically shows that increased exposure for ecoliteracy would likely occur.

Furthermore, oral communication via social media is convincing because people are

able to ask questions that diminish topic doubt. (Pew Research Center, 2014).

Alliances

Ecoliteracy and LIME’s projects are allied with willing volunteers, motivated

parents, educators, science and environmental professionals and community

leaders. This vast network of experience and diverse ideas empowers LIME to

overcome hurdles for environmental education. As the network expands to

incorporate politicians, celebrities and media facilitators, the foundation of

environmental education will expand. It is only through each individual’s

cooperative efforts that LIME’s agenda in teaching ecoliteracy to young children will

be successful.

Funding

Support from local businesses to procure vehicles and other equipment needed to

assist in project implementation is crucial to LIME’s success. Until LIME procures

community support in terms of supplies and facility use, projects will focus on low-

cost environmental education in close proximity to school buildings.

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Financial support originates from community funding and fundraising activities.

LIME seeks professionals to volunteer for educational classes provided to students;

including master gardeners, master chefs, electricians, contractors, biologists, and

environmentalists. In the event that a volunteer cannot be secured, LIME will use

grant funds to pay for the services provided by such professionals.

LIME is setting a goal to earn $50,000 from fundraising events to supplement

anticipated grant funds. Additionally, LIME expects small community financial

support growth in the first year of project implementation. However, after

community knowledge increases, LIME expects large growth in volunteer hours and

charitable funds.

Summary

Through her journey in founding the non-profit LIME organization, Shawna learned

that not all audiences hear and receive the same messages.  They also interpret

information based on their past experiences, ability to understand a topic, and their

ideals.  Additionally, she learned that communicating the LIME objectives and

mission needed to accommodate people of different ethnic backgrounds,

educational levels, social and economic statuses, and political viewpoints. LIME will

function as a facilitating organization to assist myriad of schools and communities in

discovering opportunities to model wholesome lessons in sustainability including

green design, waste disposal, agriculture, habitat restoration and environmental

connection. Guiding children emotionally, socially, and ecologically through

ecoliteracy and green schooling teaches them to be good stewards of the earth and

helps to ensure the planet’s encouraging future. Having ecological awareness is the

ability to recognize the effects that human behavior has on the environment.

Ecoliteracy strives to make the invisible visible in a sense that students understand

the implications of their actions on a non-local scale.

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The shift away from nature is encouraging energy consumption and subsequently

reducing natural resources in an effort to fuel the demands of technology (Energy

Kids, 2014). Studies have shown environmental education engages students in

learning, raises test scores, and encourages youth to pursue careers in

environmental and natural resources (Stone, 2009). Tomorrow’s leaders need to be

equipped for tomorrow’s challenges, and society must adequately prepare children

for the future they will inherit. This challenge is answered by a commitment to

providing environmental education, and cultivating the next generation of

sustainability and conservation leaders.

References

Works Cited

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“Feed Animals- The Business Solution to Food Scraps”. Environmental Protection Agency. October, 2009. Print.

Goleman, Daniel, Lisa Bennett, and Zenobia Barlow. Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence. San Francisco, CA: Jossey-Bass, 2012. Print.

Green Schools Initiative. “Green Schools Initiative.” Green Schools Initiative. Earth Island Institute. November, 2012.

Greiner, Christel. "From Farm to Food: The Life of a Strawberry Pie." GSA. The Green Schools Alliance, 1 Aug. 2010. Web. 13 Apr. 2014.

Gustavsson, Christel, Robert van Otterdijk, and Alexandre Meybeck. Global Food Losses and Food Waste. Food and Agriculture Organization of the United Nations, Interpack Dusseldorf, Germany, 2011. Print.

Hall, Kevin, D. Jen Guo, Michael Dore, and Carson C. Chow. The Progressive Increase of Food Waste in America and Its Environmental Impact. PLoS ONE. DOI: 10.1371. November 25, 2009.

Harden, Melissa. "Environmental Education Legislation Update." Environmental Education Legislation Update. Project Learning Tree, 2010. Web. 07 May 2014.

Have Your Pig and Eat It. The Pig Idea. 2015. Web. 17 Apr. 2015.

"Children and Nature Initiative Rx for Outdoor Activity." National Environmental Education Foundation | Children and Nature Initiative. National Environmental Education Foundation, 2013. Web. 06 Apr., 2014.

“Children in Rural and Urban Areas (California & U.S. Only).” A Program of Lucile Packard Foundation for Children’s Health, Kidsdata, 2014. Web. 02 Mar., 2015.

Hollweg, Karen, Jason Taylor, Roger Bybee, and William McBeth. Developing a Framework for Assessing Environmental Literacy: Executive Summary. Publication. Washington, D.C.: NAAEE, 2011. Print.

James, Sarah, and Torbjörn Lahti. The Natural Step for Communities: How Cities and Towns Can Change to Sustainable Practices. Gabriola Island, BC: New Society, 2004. Print.

Kahn, Richard V. Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The

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Ecopedagogy Movement. New York: Lang, 2010. Print.

“Livestock’s Role in Deforestation.” Food and Agriculture Organization of the United Nations. 2015. Web. 25 Apr., 2015

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Louv, Richard. The Nature Principle: Reconnecting with Life in a Virtual Age. New York, New York. Workman Publishing. 2011.

McBeth, Bill, Harold Hungerford, Trudi Volk, and Ron Meyers. National Environmental Literacy Assessment Project: Year 1, National Baseline Study of Middle Grades Students Final Research Report. Rep. no. NA06SEC4690009. Print. 2008.

Ocwieja, Mary. "Are You Looking for Resources That Will Help You Design and Implement Effective Environmental Education Programs?" Guidelines for Excellence. NAEE, 13 Oct. 2010. Web. 07 May 2014.

“Point Blue Quarterly.” Point Blue. Conservation science for a healthy planet. Issue 5. Print. 2014.

Raffensperger, Carolyn. "A Precautionary Tale." A Precautionary Tale. Center for Ecoliteracy, 2010. Web. 05 Apr. 2014.

"Social Networking Fact Sheet." Pew Research Centers Internet American Life Project RSS. Pew Research Center, 2014. Web. 07 May 2014.

Stone, Michael K., and Zenobia Barlow. Ecological Literacy: Educating Our Children for a Sustainable World. San Francisco: Sierra Club, 2005. Print.

Stone, Michael K. Smart by Nature: Schooling for Sustainability. Healdsburg, CA: Watershed Media, 2009. Print.

Waters, Alice, Daniel Duane, and David Liittschwager. Edible Schoolyard: A Universal Idea. San Francisco: Chronicle, 2008. Print.

“White House Summit on Environmental Education.” United States Environmental Protection Agency. 2014. Web. 08 Apr. 2015

"Why Teach Environmental Education." Why Environmental Education Is Important. American Forest Foundation, 2014. Web. 10 Apr. 2014.

"World Energy Demand." Energy Kids- Energy Basics. U.S. Energy Information Association, Apr. 2013. Web. 06 Apr. 2014

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Other Resources

Gunders, Dana. Natural Resources Defense Council. Wasted: How America is Losing up to 40 Percent of Its Food from Farm to Fork. NRDC Issue Paper. IP: 12-06-B August, 2012.

Just Eat It: A Food Waste Story. Dir. Grant Baldwin. Perf. Tristan Stuart and Dana Gunders. Peg Leg Films, 2014. Documentary.

Lipinski, Brian, Craig Hanson, James Lomax, Lisa Kitinoja, Richard Waite and Time Serchinger. Reducing Food Waste and Loss. World Resources Institute. Working Paper. 2013.

Macy, Nancy. "Case Study: Implementing a Farm-to-School Lunch Program." Case Study: Implementing a Farm-to-School Lunch Program. Center for Ecoliteracy, 2011. Web. 09 Apr. 2014.

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