Writing grants to support workshops and service learning

From Bugwoodwiki


Section Three. Designing Biocontrol Lesson Plans Writing grants to support workshops and service learning

Navigating the Biocontrol In Your Backyard portal


Step Four. Writing grants to support workshops and service learning

In Step Three you played a game designed in partnership with 4th Grade teachers, county weed program managers, a non-profit friends group, and agency conservation educators. Think of partners as potential collaborators on future projects. Consider the variety of groups interested or holding a stake in the outcome of natural areas you care about. In Step Four, you will see how projects are funded.

Brief Overview. The basic concept for Step Four is that people will implement the project in which they have a voice in its creation. We become vested in a project when we help with its design. In Step Three, Box Elder County teachers self-sufficiently implemented the game they created for 947 4th Grade students. Fund raising to implement projects operates in much the same way. Think about fund raising at the same time you think about planning a project. Find out who has an interest in your project early on. Seek their advice, their concerns, and if they are interested in helping plan the project. When projects meet multiple needs, you are likely to find multiple funding partners. However, a project must succeed. So, think things through and build a plan with a budget that will support the activities you propose. If you scrimp on the budget just to get some funding, the project may not have the resources it needs to succeed. If you fail on one project, future project funding may be hard to find.

Task 4.1. Navigate to Bugs With An Attitude and click on the button "How To Start". Review the PowerPoint presentation and consider all of the things that go into starting a project. Think of all the tools you need, the people you need, and the location for setting up what you hope to accomplish. Establish a doable goal with measurable objectives. Organize how the activities will help you to achieve your goals and objectives. Once you have your project in mind, navigate to the button "Grants" on the Bugs With An Attitude Gateway main page.

Task 4.2. Click on the "Grants" button on the Bugs With An Attitude Gateway main page. Take a look at resources on this page. Proposal guidelines found in the 2012 Montana's Noxious Weed Trust Fund grant program can help you think about describing your project in terms that may be fundable; and the requirement for stakeholder support. Take a look at other resources on the page like job descriptions and how to hire an employee to conduct the activities you propose. Look at tips for interviews, and sample of tracking sheets for time, mileage. Think about creating an inventory check lists to guide purchases. Finally, take a look at the value of biological weed control agents. Consider the outputs in labor against the outcome in value for the State and for the landscape. Think about who might want to help you make this happen. Return to the Bugs With An Attitude Gateway main page and click on Case Studies. These reports will give you lots of ideas for projects. Scroll to the bottom of the page and click on Internet Resources for Teachers where you can find other resources and potential project collaborators.

Task 4.3. Navigate to the Idaho Student Bug Crew and see how teachers and agencies work together to hire students to monitor invasive plant spread across southern Idaho on private and public lands. Look for ideas in the annual report about the scope of their work, the tremendous value that the Idaho Student Bug Crew add to protecting economies and landscapes from the impacts of weed spread. You will come to understand what a teacher-led program can mean to a community, to a landscape, and to a student who serves on the bug crew. Students learn scientific skill sets and develop leadership potential through public outreach and service. Students seek out these jobs because of what it means to them as they plan for technical careers and university studies.

Task 4.4. Visit Holding The Line and learn how stakeholders, local governments, state and federal land managers, teachers, students, and resource conservation and development groups come together to care for pubic and private lands. Holding The Line project gathers the community together on lands that lie between leafy spurge and the Caribou-Targhee National Forest and Yellowstone National Park. The interagency and stakeholder work group engages an integrated management perspective that includes biological control. Find ideas for projects in the annual report. Check out the article on bug bombs that test the value, "more is better", when it comes to quickly establishing insect populations to stop leafy spurge.


RECAP: Step Four. Writing grants to support workshops and service learning

Biological control of native and non-native plants and the research that supports its methods is a dynamic science. Methods change as lessons are learned. Share the lessons you learn with stakeholders in your area. Much can be accomplished in cooperative management groups. You can advance by clicking on Training Design Tips.

Section Four. Training Design Tips

  • Training Tip One. Access Points in Biocontrol in Your Backyard
  • Training Tip Two. Customizing lesson plans using stand alone elements
  • Training Tip Three. Access to biocontrol resources in The Bugwood Network
  • Training Tip Four. Creating your own biocontrol resource library

You can return and review the tutorial on Designing Biocontrol Lesson Plans


Content for Biocontrol in Your Backyard is provided by individual program sponsors.
Content is formatted and uploaded by InterMedia
The Biocontrol In Your Backyard Portal collaboration with The Bugwood Network and its content accessible
format are sponsored by USDA Forest Service, Forest Health Protection, Forest Health Technology Enterprise Team.
Retrieved from "http://wiki.bugwood.org/index.php?title=Writing_grants_to_support_workshops_and_service_learning&oldid=45080"
Center for Invasive Species and Ecosystem Health at the University of Georgia