SEPTEMBER 07, 2015
VOL.1 NUMBER 6
from the publisher of
The Hispanic
Outlook in Higher
Education Magazine
MARTIN SHEEN
FULFILLING HIS FATHER’S
AMERICAN DREAM
WWW.K12HISPANICOUTLOOK.COM
Photo courtesy of PR Newswire (Andrew H. Walker, Getty Images)
PUBLISHER
PRESIDENT AND CEO
JOSÉ LÓPEZ ISA
TOMÁS CASTELLANOS NUÑEZ
VICE PRESIDENT
NICOLE LÓPEZ ISA
EDITOR IN CHIEF
MEREDITH COOPER
MANAGING EDITOR
ART & PRODUCTION DIRECTOR
MARY ANN COOPER
RICARDO CASTILLO
ACCOUNTING & FINANCE DIRECTOR
JAVIER SALAZAR CARRIÓN
MEDIA RELATIONS DIRECTOR
MARILYN ROCA ENRÍQUEZ
CONTRIBUTING WRITER
GARY COOPER
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CONTENT
VOLUME 01, ISSUE 06
FULFILLING HIS FATHER’S
AMERICAN DREAM
Martin Sheen is awarded a degree
from Dayton University
04
04
MAKING THE GRADE
10
THE POWER IS YOURS!
Lesson
Plans
Ted Turner cartoon inspires real-life
environmental education
12
12
18
!
HIGH SCHOOL
14
Veteran educator offers advice to
teachers and parents
MATTERS
22
READ ANY GOOD
BOOKS LATELY?
This month OutlooK-12 features
children’s books that inspired
family movies
WHAT HAPPENS
AFTER SCHOOL CAN
ENHANCE LEARNING
Chicago after school program
designed to improve social,
academic and future success
NEWS AND TRENDS
16
26
The latest education-related stories
from across America
MARTIN SHEEN
FULFILLING HIS FATHER’S
AMERICAN DREAM
RR
amón Estévez was baptized moments after having his left shoulder
crushed by forceps during his delivery. He was supposed to die, but Ramón
(who would later be known as actor and
social activist Martin Sheen) survived and
thrived but not in the way his father envisioned. It took 55 years for Sheen to fulfill
his immigrant father’s American dream for
him: being awarded a degree from Dayton
University, his hometown school.
Sheen said the ceremony, in combination with a family reunion the day before,
resurfaced his father, Francisco, in a deeply
personal way and reminded him of the
connection between the University and
his family. Many members of his extended
family were in attendance including sons
Ramon and Emilo, grandchildren, four
siblings and a host of other extended family members. “I was not prepared for the
deep emotional crack it made in me,” he
said in an interview after the event. “This
was about my dad. I had to come here. I
4 · September 07, 2015
had to celebrate him. I had to recognize
him.”
In an exclusive interview with OutlooK-12’s Mary Ann Cooper, Sheen once
reflected on his childhood and that time in
1958 when he and his father were at loggerheads over Sheen’s decision to head to
Broadway and forgo a college education.
It sheds new light on why this honor has
been so special to him.
“My mother and father met in citizenship school. She taught him English. She
[Mary Ann] was an Irish immigrant, and
her family members were members of the
IRA. My father [Francesco] was a proud
Spanish immigrant. He worked long hours
as a punch press operator at the National
Cash Register Company in Dayton, Ohio.
My mother died when I was 11, and my
father worked even harder just to keep
the ten of us, nine boys and a girl, close
to each other and hold us together as a
family.
Sheen addresses Dayton University graduates
“
Photo Courtesy of Dayton University (Briana Snyder Photography )
I was always different from my
brothers and sister because of my
left arm [weakened and 3 inches
shorter than his right]. My father
always told me ‘Work with your
mind, not with your body.’ My
father thought of me as a cripple.
I was deformed. Pop would put
a little money aside each week
– just for me. Not for the other
brothers. Most of the guys when
they turned 18 or 19 joined the
army. He wanted me to go to the
University of Dayton. But I had
a different idea. My father knew
I wanted to be an actor, but he
didn’t know if I was any good. He
thought it was a fantasy, and he
couldn’t support my decision. We
had some terrible arguments about
this.”
Sheen says, when he couldn’t
convince his father to see things
his way, he tried a more radical ap-
proach. “I took the entrance exam
for the University of Dayton but
deliberately flunked it. I threw the
test to finally get through to him.
And I did. When I showed him
the letter, he suspected foul play.”
But, instead of letting it go,
Francesco dug his heels in and
demanded an explanation. Sheen
explains, “He scheduled an appointment with the dean and took
me with him. It was one of the
most humiliating experiences of
my life. My dad sat there as serious as stone. And the dean was
trying to tell my dad, ‘Look, this
boy doesn’t want to go to school.’
My father still wouldn’t buy it.
He said, ‘Okay, maybe you’re not
ready for this. You go to junior
college, and then you’ll qualify for
college.’ He wasn’t giving up.” Like
father, like son, notes Sheen. “I
wasn’t giving up, either.”
My father knew
I wanted to be an
actor, but he didn't
know if I was any
good. He thought
it was a fantasy,
and he couldn't
support my decision.
We had some
terrible arguments
about this.”
Martin Sheen
www.k12hispanicoutlook.com K
When the subject of going
to New York came up after that,
he was more opposed than ever
to my plan.” [Martin imitates his
father’s big basso profundo voice
and Spanish accent] “Oh honey,
[he called all his kids, ‘honey’] you
can’t do this. You don’t dance, you
don’t sing, you don’t play the music.’And I said to him, ‘Pop, you
watch TV every night, and you
watch westerns. How many guys
do you see singing and dancing or
playing a musical instrument on
those shows? And you know what
he said? He said, ‘Well, you don’t
ride a horse neither.’ I swear he
said that. And it was an explanation as if to say, you can’t even do
that! You’re all wrong for this. He
was unbelievable.
I went to New York anyway
and changed my stage name to
Martin Sheen. In 1965, I was on
Broadway in “The Subject Was
Roses,” and it was a big hit. My
dad was visiting us. I wanted
him to see the show, but he never
would. ‘Oh no, I couldn’t,’ he’d
say. There was always a promise to
come and an excuse not to come –
that’s how shy he was.
“
This was about
my dad. I had
to come here.
I had to celebrate
him. I had to
recognize him.”
Martin Sheen
6 · September 07 2015
Sheen is awarded his
hononrary doctorate degree
from Dayton University.
Photo Courtesy of Dayton University (Briana Snyder Photography)
Photo Courtesy of NBC
Photo Courtesy of Dayton University (Larry Burgerss)
Sheen as President
Bartett on NBC's West
Wing
Sheen waves to the
graduates as he exits
the Dayton U. stage.
But then one evening, he did
come. This was so important for
me. My father was leaving to retire in Spain in a few days, and
he might not ever see me on stage
again. Now, that play was about
fathers and sons, and I gave what I
thought was the best performance
of my life that night. The last
scene in the play, I tell my father
that I love him. And we hug each
other. That’s the curtain line. So I
played it to him through Jack [Albertson]. It was pretty powerful.
My father never came back
stage. By the time I got home,
I was just exhausted from the
performance and waited for my
father, but he still never came out
to see me. I sat on the couch, exhausted, looking down and in my
peripheral vision I saw my father’s
feet coming in the frame. He was
a walker. He’d put his hands in
his pockets and pace endlessly. He
walks past me, and he never says a
word.
Then suddenly I see his feet
and become aware that he’s standing right over me. So I look up,
and he’s looking right at me. It’s
like he’s looking at me for the first
time. Like who are you, where did
you come from, what’s your story?
He just stared at me until I got really nervous. And I broke the gaze.
He left a few days later for Spain
and never said a word to me about
the play.
But that was not the end of the
story. In 1969, I’m doing the movie “Catch 22,” and I had to go to
Italy to complete the film. I took
Emilio and Ramón with me and
decided we just have to go to Spain
to see my dad’s homeland and
meet his brothers. And so we do.
www.k12hispanicoutlook.com K
Sheen celebrates with
fellow Dayton University
graduates.
Photo Courtesy of Dayton University (Briana Snyder Photography)
It was a tiny little house made
of stone that looked like they
carved it out of the mountain.
There was no electricity, and they
weren’t prepared for us, so they led
us to a room with one bed, and
we all slept in the same bed. It was
so dark, we couldn’t see anything
in this room. The next morning
I wake up, and the first thing I
see on the wall was the poster for
“The Subject Was Roses.” I was
stunned.
And although I couldn’t speak
much Spanish, I was made to
understand that the bed we had
slept in was the bed where my
father was born. Here I am with
my two kids sleeping in my dad’s
bed and room. I later found out
8 · September 07 2015
he was bragging about me to his
family there. I never knew it. See,
he could never express himself
emotionally. That was the best he
could do. He was so proud of me,
and he never told me.
Many years have passed since
that trip to Spain, and although
Sheen has gone on to achieve great
artistic accomplishments, his father’s American dream of having
him go to college has always stayed
with him. That’s why Dayton
University awarding Sheen with
an honorary doctor of humane letters degree for his commitment to
“peace, social justice and human
rights, exemplifying the Catholic,
Marianist university’s mission”
means so much to him. •
PAYING IT
FORWARD
I
n 1958, Hispanic American Ramón
Estévez considered what to do after
high school. In 2002, Mexican-American Octavio González was faced
with the same question. Separated
by decades but united by a common
heritage, these two men had different
points of view in their outlook toward
higher education.
Ramón never went to college.
Instead, he went to New York to seek
fame and fortune. The world would
come to know him as the award-winning stage, television and movie star
Martin Sheen.
In 1999, "The West Wing" premiered with Sheen as its star. Not long
after that, González had a chance
encounter with Sheen on the campus
of Georgetown University. "That is a
pretty funny story,” Gonzalez told OutlooK-12’s Cooper in 2007. “At the end
of my freshman year at Georgetown,
'West Wing' came on campus to film a
graduation scene. It was in front of our
main building. And, in the show, President Bartlett's daughter graduates
from Georgetown University. There
were some fliers posted for students
to play extras in the graduation scene,
so I signed up. I had to put on a robe
and pretend to graduate.
Martin was great. He was standing out there surrounded by students
whenever he had a break from filming
and didn't mind at all. I went up to
him with a friend to see if I could get
a picture of him because I am a huge
fan of 'The West Wing', but I'm probably a bigger fan of the causes that
Martin adopts.
I was able to get a picture of him,
and in the 10 seconds, I had with him,
Octavio Gonzalez
with his mentor
Martin Sheen
Photo Courtesy of Octavio Gonzalez
I mentioned to him that I was from
Los Angeles, and I knew a Jesuit priest
who is one of Martin's good friends.
He was the pastor of the parish near
where I live. And that's all I got a
chance to say to him.”
The story would have ended there
except that González decided to send
the pictures he took to Sheen. "I took
a shot and sent them over to Warner
Bros. to see if I could get them autographed by Martin. I wrote a letter
and said, 'I am sure you don't remember me. I'm a freshman at Georgetown, Octavio González. I was an
extra, and I also just want to tell you
what a big fan I am.' Martin Sheen is
really one of my heroes. So I basically
told him all that and sent it along-just
a fan looking for an autograph."
Fate took a shine to González.
Not only did his letter make it out
of the Warner Bros.' slush pile in the
mailroom-Sheen answered it. But
González almost missed getting that
response.
"I went to Central California to
work at a camp for migrant children.
And, while I was gone, Martin not only
mailed back the picture with an autograph, he attached a nice note saying, 'Of course, I remember you. You
mentioned Father Greg Boyle over in
East LA. Before you go back to school,
I'd like a chance to get together with
you and him.' I didn't get this letter
until about two or three weeks before
I left for Georgetown, and I was afraid
I missed the chance to meet up with
him again. But, when I called him, we
worked it out. We ended up going to
Mass together, and we chatted and
had a great time."
Sheen told Hispanic Outlook
Magazine that he could see that
González was an "extraordinary young
man." He decided to keep in touch
with González and help him any way
he could to complete his education.
González says, "The next times he
was in D.C., he would give me a call.
Whenever he was filming, there we
would get together, and when I'd get
back to LA., I'd call, and we'd get together. And that's how the relationship
grew. He's such a personable person."
"He said to me that, if I ever
needed him, I could count on him. He
helped me throughout my Georgetown experience. I probably would not
have been able to do it without his
help. He, in his very quiet way, would
say, 'If there is anything you need,
come to me.' It turns out Georgetown
is a very expensive school. In the last
two years, in particular, a lot of expenses came up that he was able to
help me out with. I could not have
managed without him."
Martin is humble, and in his own
quiet way, he has such a huge impact-on so many people. His causes,
his involvement in social causes in my
neighborhood in East L.A., they're not
big publicity things. He doesn't do it
because it plays well in the papers.
And he doesn't do it to advance his
career. He does it in such a quiet way
that people don't realize he's working
behind the scenes to make things
happen and make life better for some
people.
A lot of people owe him a debt
of gratitude and probably don't even
know it. And that's who Martin really
is." •
www.k12hispanicoutlook.com K
MAKING
THE GRADE
by Gary Cooper
IT'S USEFUL AT TIMES TO HAVE A FRESH PERSPECTIVE TO “MAKE THE GRADE.” WITH THIS
IN MIND WE HERE AT OUTLOOK-12 HAVE CREATED A SPECIAL COLUMN WHERE YOU, OUR
READERS, CAN WRITE TO US WITH YOUR PERSONAL AND PROFESSIONAL QUESTIONS AND
GET PERSPECTIVE AND INSIGHTS FROM OUR RESIDENT AWARD-WINNING EDUCATION
VETERAN AND CONTRIBUTING COLUMNIST GARY COOPER. AN EDUCATOR FOR MORE
THAN 45 YEARS, GARY HAS TAUGHT STUDENTS FROM NURSERY SCHOOL TO COLLEGE AND
IS ALSO A GUIDANCE COUNSELOR.
Q: I’m a high school guidance
counselor. I’ve been working with a
senior who is set on becoming an
actor. The problem is I’ve seen him
in school plays, and he’s not good at
it. I’ve tried to talk to him about the
challenges of a career in acting, but
he believes that all he needs to do
is put a video up on YouTube, and
he’ll get discovered. How do I get
through to him without completely
crushing him?
A: Students who seek a future in the
performing arts can obtain training
and experience at the college level
in a number of ways. Remember, the
simple fact that a freshman student
entering school as an acting major
can change majors during college. I
would advise students interested in
acting to join the school’s drama club
and be part of the performances that
the students produce. If a student has
very limited talent, that may become
self-apparent as they become exposed
to other hopeful thespians. A student
may enter college with little skill and
can still graduate much further down
the road, having gained the requisite
skill and being able to perform well on
stage or in front of a camera. The job
of a guidance counselor is just that: to
guide and counsel students. To give
teenagers accurate and sincere advice
is good but never squelch a youth’s
dream. No matter how unrealistic a
student’s goal may be the task of a
counselor is to help that individual
achieve his or her goal.
Q: I’m a teacher at a school that has
grades from pre-k through eighth.
I was teaching third grade. But because of staffing changes, I’m now
teaching seventh grade. The kids in
third grade still respected authority.
The kids in the seventh grade are
starting to rebel against authority.
I tried to adjust my teaching style,
but most of my students do things
like roll their eyes and try to sneak
texting each other during class. How
can I regain control?
A: Seventh grade is a transitional
grade. It is considered one of the more
difficult grades to teach. You neglected
to indicate the subject that you teach,
however, lecture less and have students work on assignments more. In
addition, have students work in groups
to begin the assignments. Almost all
assignments should be graded, elevating the importance of your students’
effort. In this way, the learning process
and subject matter become the focal
point of the class, making classroom
management much easier.
Q: I’m an elementary school nurse.
Every day this week a little first
grade girl has been sent down to my
office by her teacher. I believe she
is faking being sick because she has
no symptoms and the time that she
shows up everyday is the same time
that her teacher is teaching social
studies. I’ve spoken to her teacher,
but his attitude is if she’s sick, and
he does nothing, he’s in big trouble,
but if she’s faking and flunks, that’s
not his problem. I don’t agree with
him, but I’m more worried about the
little girl. How can I help her?
A: Although your evaluation of this
child’s “malady” is probably correct,
I agree with the teacher. The school
nurse should examine this student.
However unlikely, each student’s potential medical issue needs to be addressed. If your school has a guidance
counselor, have this girl speak to that
person. In addition, speak to this student’s parent or parents to investigate
the girl’s medical history and to possibly gain an ally in the parent. With
regards to the social studies teacher’s
experience with this child, have him
ask her how she is feeling as soon as
she enters his classroom. Hopefully
this will diffuse the girl’s need to seek
the nurse’s office refuge.
If you would like to write to Gary for advice, please email admin@k12hispanicoutlook.com
10 · September 07 2015
‘Illustration licensed by Ingram Image
VISIT
WWW.HISPANICOUTLOOK.COM
Lesson
Plans
Ted Turner Cartoon
Inspires Real-life Environmental
Education Foundation
Photo Courtesy of The Captain Planet Foundation
Story by Meredith Cooper
TT
he superhero genre is an
ever-evolving, ever-inspiring form of entertainment.
While on the surface these
stories can seem like simplistic
good versus evil adventures, they
can have a real-world educational
impact that spans beyond a comic
book’s page or a television’s screen.
The potential positive influence of this genre did not escape
media mogul and CNN founder Ted Turner. Known for his
philanthropy, Turner in conjunction with Turner Broadcasting
System, Inc. and producer and environmental activist Barbara Pyle
12 · September 07, 2015
created the animated television
series “Captain Planet and the
Planeteers” as a way to instill environmental awareness in a young
audience.
“Our children can inherit a
legacy of wastefulness, or an action plan that can save our planet.
That is why we created ‘Captain
Planet and the Planeteers,’” Turner
said.
Known as the world’s first environmental superhero, Captain
Planet and his team of youths
from around the world took on
eco-villains bent on harming
the planet for their own selfish
motives. The cartoon boasted a
voice cast of Hollywood elites that
included Whoopi Goldberg, Jeff
Goldblum, Tim Curry, LeVar Burton, Meg Ryan and this month’s
OutlooK-12’s cover story celebrity
Martin Sheen. Each episode ended
with lessons about taking care of
the environment ranging from
recycling and planting gardens to
water conservation and writing to
government officials about ecological issues. The series, which first
aired in 1990, was broadcast for
six years in over 220 U.S. markets
and 100 countries and was translated into 23 languages.
periences and funding via grants.
“I have been very passionate
about the work of the foundation
that my dad started [more than] 23
years ago based on a great cartoon
that kids saw all over the world,”
Seydel said in an online video, adding the CPF gives grant money, so
young people will have the means
to learn about the environment in
a first-hand tangible way.
“It’s really to get kids out of
the classroom, away from textbooks and learn experientially so
that they are doing these hands on
projects and becoming great environmental stewards at the same
time and taking care of what God
gave us: our air, our water, our soil
for food and all the creatures that
share this planet with us,” Seydel
said.
Our children can
inherit a legacy
of wastefulness,
or an action
plan that can
save our planet.
That is why we
created “Captain
Planet and the
Planeteers.”
Ted Turner
Photo Courtesy of The Captain Planet Foundation
“The best environmental idea
I had by far was Captain Planet,”
Turner said in an online video.
“And that had a big influence on
my kids because I brought every
episode home.”
While Turner’s children were
enjoying watching Captain Planet
battle to protect the environment,
their father was working to turn
fantasy into reality. In 1991,
Turner launched the Captain Planet Foundation (CPF), which was
designed to teach youths about the
environment and solutions for environmental problems. Today the
organization is chaired by Turner’s
daughter, Laura Turner Seydel,
and continues to work with national and international schools
and youth groups to both provide
ideas for hands-on educational ex-
Media mogul Ted Turner
shakes hands with
the mascot version of
Captain Planet.
www.k12hispanicoutlook.com K
Lesson
Plans
Currently, the CPF has funded more than 1,500 projects and directly funded one million youths.
The foundation has awarded more than $2.5 million in grants, which are available to schools and
non-profits in all 50 states as well as outside of the United States. These grants can range from $500
- $2,500 and are given in five categories based on the superpowers of the animated Planeteers.
Earth grants include:
• Learning Gardens
• Recycling & Composting
• Species Learning & Habitat Protection/Restoration
(land-based creatures)
Fire grants include:
• Renewable Energy
• Efficiency/Alternative Energy Education
• Technology for Conservation
• STEM
Wind grants include:
• Air Quality Monitoring
• Air Quality Programs
• Pollinator Gardens
• Species Learning & Habitat Protection/Restoration
(air-based creatures)
Water grants include:
• Watershed Education
• Water Quality Testing
• Species Learning & Habitat Protection/Restoration
(water-based creatures)
Heart grants include:
• Environmental Curriculum
• Community Vitality
• Outdoor Learning Environments
• Innovation
In addition, the CPF recently
reviewed the Learning Gardens division of their Earth Grants and as
14 · September 07, 2015
a result has expanded the program.
Designed to be outdoor extensions
of the classroom, the Learning
Gardens now include a series of
multidisciplinary Common Core
Standards-based garden lessons
called “Best Practices.” These lessons are available for grades K-8
and include kits with supplies for
hands-on activities. The Learning
Gardens now also involve mobile
kitchens with stocked cooking
carts for teaching lessons ranging
from nutrition to chemistry. The
program also arranges for local
chefs to give garden-based cooking
lessons to classes on a quarterly
basis.
Beyond the classroom, the
CPF has also created after school
Youth Planeteer Clubs. Based on
the young heroes and heroines of
the cartoon, the clubs’ programs
encourage youth-led efforts to help
the environment while benefitting
individual schools (see side bar for
further information). The foundation has also partnered with the
PBS conservation newsmagazine
television series “This American
Land,” which has featured CPF
grantees and offers teachers guides
and activities based on specific
episodes.
The foundation is in the process of launching a $1.9 million
campaign called SAGES: Science
for All Generations through Environmental Stewardship to improve national STEM education
and to increase the participation
of minorities and females in science-related careers. This is in direct correlation to the new science
standards being adopted by a coalition of states and slatted for implementation in Georgia in 2016.
Currently, the CPF is working
with Georgia’s Department of
Education to help prepare for this
tentative update to the curriculum.
Although “Captain Planet and
the Planeteers” is no longer in production, the foundation inspired
by the show’s message continues to
impact environmental education
and awareness.
“I went out for a lot of environmental programming and
encouraging it with my money because I thought it would be good
for everybody, and it was I think,”
Turner said in an online video. “I
think there’s certainly more about
environmental awareness today
then there was 25-30 years ago.”
To learn more about the Captain Planet Foundation, including its small grants program, visit
http://www.captainplanetfoundation.org/ •
“The Power Is Yours”
Youth Planeteer Clubs Help Educate While Benefitting Schools
Logo Courtesy of The Captain Planet Foundation
On the cartoon series “Captain Planet and the Planeteers” the superhero, Captain Planet, is aided in
his fight to protect the environment by five young people called the Planeteers. In real life, the Captain
Planet Foundation has created Youth Planeteer Clubs where students can learn about and help the environment while benefitting their schools.
Mirroring the cartoon even further, the clubs’ programs are divided into five “Take Action Campaigns” (Earth, Fire, Wind, Water and Heart) just as the five Planeteers from the TV series each had a
magic ring with powers related to one of these elements:
Earth Planeteer (recycling program)—This campaign educates students about recycling different
types of material, which can include cardboard, magazines, white paper, colored paper, newspapers,
books, metals and plastics. Students use this information to improve recycling in and around their school
building.
Fire Planeteer (energy conservation program)—Focusing on observation, this campaign involves
students surveying and collecting data on energy used at their school in order to suggest more efficient
methods of energy consumption. Students learn about energy usage regarding commonly used devices
including computers, audiovisual equipment, lighting, smart boards, and devices related to heating and
cooling, cafeteria work and janitorial maintenance.
Wind Planeteer (clean air school program)—To assist students, this campaign offers a Breath Easy
No Idling Student Toolkit, which includes educational material about the importance of good air quality
and proactive steps for increasing awareness. Students use this campaign to create a No Idling program
to help improve air quality at their school.
Water Planeteer (water conservation program)—Similar to the Fire Planeteer campaign, students
through surveying and observation learn about water usage at their school and design a program to
improve their school’s water consumption. Areas covered include cleaning the school, drinking, flushing
toilets, washing hands, watering landscape and cafeteria uses such as cleaning and cooking.
Heart Planeteer (eco hero in classrooms)—One of Captain Planet’s catchphrases in the animated
series was “The power is yours!” In this campaign students introduce their Planeteer Club to their school
and encourage both students and teachers to be proactive in helping the environment. Students work
with individual classes on coming up with a “Planeteer Conservation Plan” and will keep track of class
participation on a monthly basis. •
Image licensed by Ingram Image
www.k12hispanicoutlook.com K
Lesson
Plans
Down and Dirty
Grade: 6 | Time: (2) 45-60 minute periods
Overview
Standards:
Georgia Performance Standards in Science
S6E6. b, S6E5.h,i ,j
Next Generation Science Standards
ESS3.A, ESS3.C, MS-ESS3-1, MS-ESS3-3, MS-ESS3-4
Supplies in kit:
Soil donuts/mud pies
16 clear non-plastic cups per class
Bring your own:
soil samples from very sandy to heavy clay
source of water (tap, spigot or spray bottles)
trowels and zip top bags for soil collection
gloves (optional/ 1 pr per student)
hand washing facilities
newspaper
Teabag citizen science
per group (8 groups of 4 students)
1 unused pyramid-shaped teabag
Bring your own (for each group)
Timer (can be found on most cell phones)
Rulers (to measure 8 cm planting depth)
Trowel, spoon, stick or digging tool
Soil texture
per group (8 groups of 4 students)
samples of three local soils (1 set per group)
OR three artificial “soils” made of pebbles, sand, clay
Permeability of soil
1 rubber band per student
1 soil test kit (N-P-K-pH) per group of 4 students
Bring your own:
2 uniform size water containers per group of 4
2 small pieces of cloth per group of 4
1 timer or cell phone per group of 4
Garden Connection:
Students will collect and characterize soils from
the s choolyard and the garden; test s oils; and
a mend accordingly. Students will also i mplement
a s oil conserving practice i n the school garden
a nd/or create a compost heap.
Students will investigate the structure and characteristics of soils in the
schoolyard and in the garden based on texture, composition, nutrients,
and fertility.
Essential Questions
What kind of soils are in our garden or schoolyard? How can different soils
be characterized? What can we do to improve soils for gardening?
Engage
Students will experiment with various soils to discover that different soils
have different properties depending on their composition.
Explore
Students will identify soil types using a feel test, conduct a permeability
test, make their own soil profiles, and test soils using a soil te st kit.
Explain
Students should characterize soils in the schoolyard and argue from
evidence to defend their conclusions about texture, composition,
nutrients, and fertility. Students should determine what amendments
should be made to the soil in order to grow a specific plant or crop.
Environmental Stewardship
Students will implement a soil-conserving or amendment practice in the
school garden, according to soil test results.
Evaluate
A rubric is provided for assessing student performance expectations. Discussion
questions are also provided.
Extend
Students may create a compost heap to divert food waste from the landfill
and contribute to soil fertility.
STEM Connection:
Students will design and build a composting system
a nd a nalyze the resulting s oil.
Visit
Grade 6- Down and Dirty, Project Learning Garden
http://captainplanetfoundation.org/wp-content/uploads/2013/10/Down-and-Dirty_6thgrade_PRINT.pdf
to download the full document.
16 · September 07, 2015
Rain Garden to the Rescue
Grade: 6 | Time: 4-5, 60 minute periods
Standards:
Georgia Performance Standards in Science
S6E5.j
Next Generation Science Standards
ESS3.A, ESS3.C, ESS2.C, MS-ESS3-1,
MS-ESS3-3, MS-ESS3-4, MS-ESS2-4
Supplies
Per class:
4 Garden spades
4 Measuring wheels (1,000 ft)
Bring Your Own:
BYO: plants or seeds for rain garden
BYO: computers/internet for student
research
Garden Connection:
Students will design and install a rain garden
to filter contaminants from run-off water.
STEM Connection:
Students will use technology such as a
measuring wheel and calculator to compute
various formulas, including the square
footage of impervious surfaces, rainwater
harvesting formulas, and the permeable area
needed to harvest rainwater. Students will
also design and install a rain garden.
Overview
Students will measure the impervious area on campus, including the
school building and paved surfaces, in order to calculate the size of a
rain garden large enough to filter the “first flush” of runoff from a
rainstorm; then observe the flow of runoff on school property and
determine locations where a rain garden should be located in order to
filter water before it enters ditches, creeks or storm drains; design a
rain garden, and install it.
Essential Questions
How can I design and build a rain garden that wi l l filte r contami nants
and pol l utants from run-off wate r on school grounds?
Engage
Students will watch a video and read an article regarding ocean
pollution and make the connection that, regardless of where one lives,
contaminants and pollutants washed away by run-off water end up in
waterways and eventually in oceans.
Explore
Students will calculate the area needed to capture and clean the ‘First Flush’,
(the first ¾”-1” of rain after a dry spell) when the majority of pollutants
are flushed from a hard surface such as a roof, driveway, parking lot or
sidewalk.
Explain
Students wi l l explain and defend their selection of location, size and
design of the rain garden using evidence from tests of soil compaction,
studies of water flow direction during rainstorms (or topo maps),
location of nearest storm drain, ditch or creek, and re se arch on
suitability of plants selected.
Environmental Stewardship
Students will install a rain garden on school grounds.
Evaluate
A rubric is provided to assess student performance expectations. Questions
for discussion are also provided.
Extend
Students may design rain gardens for other local community buildings.
Grade 6-Visit
Rain Garden to the Rescue, Project Learning Garden
http://captainplanetfoundation.org/wp-content/uploads/2013/10/Rain-Garden-to-the-Rescue_6thgrade_PRINT.pdf
to download the full document.
www.k12hispanicoutlook.com K
READ ANY GOOD BOOKS LATELY
Children’s books and movies have always shared a sibling-rivalry relationship. On the one hand, they compete for our attention with us often favoring one over the other as the better medium. And yet more often
then we are at times aware, the two are closely connected and even inspire and compliment one another.
With this in mind, we here at OutlooK-12 have decided for this month’s book reviews to focus on children’s
books that were the inspiration for movies. Please note, we are not including movie sequels or any other
types of adaptations (i.e. television series, stage productions, etc.) in the reviews below.
"Bambi: A Life in the Woods"
by Felix Salten
Illustrated by: Richard Cowdrey
ISBN-13: 978-1442467453
Publisher: Aladdin
Film Adaptation: “Bambi”
Bambi’s life in the woods begins happily. There are
forest animals to play with—Friend Hare, the chattery
squirrel, the noisy screech owl and Bambi’s twin cousins,
frail Gobo and beautiful Faline. But winter comes, and
Bambi learns the woods hold danger—and things he
doesn’t understand. Then there is Man. He comes to
the forest with weapons that can wound an animal. But
He can’t keep Bambi from growing into a handsome
stag himself and becoming…the Prince of the Forest.
"The Collected Tales of
Nurse Matilda"
by Christianna Brand
Illustrated by: Edward Ardizzone
ISBN-13: 978-0747576792
Publisher: Bloomsbury Publishing PLC
Film Adaptation: “Nanny McPhee”
This marvelous collection of stories hosts scenes of
the most unimaginable and relentless mischief as the
rambunctious Brown children turn their minds to
breaking all the rules. But when the no-nonsense
nanny Nurse Matilda (renamed Nanny McPhee
in the film adaptation) arrives with her very special kind of magic, things start to happen that are
beyond everyone’s wildest expectations.
18 · September 07, 2015
Ilustration by © Depositphotos.com/ johny007pandp
"Coraline"
by Neil Gaiman
Illustrated by: Dave McKean
ISBN-13: 978-0380807345
Publisher: HarperCollins
Film Adaptation: “Coraline”
When Coraline steps through a door to find another
house strangely similar to her own (only better),
things seem marvelous. But there’s another mother
there, and another father, and they want her to stay
and be there little girl. They want to change her and
never let her go. Coraline will have to fight with
all her wits and courage if she is to save herself and
return to her ordinary life.
"How to Train Your Dragon"
by Cressida Cowell
ISBN-13: 978-0316085274
Publisher: Little, Brown Books for Young Readers
Film Adaptation: “How to Train Your Dragon”
Hiccup Horrendous Haddock III is a truly extraordinary
Viking hero known throughout Vikingdom as “the
Dragon Whisperer”…but it wasn’t always so. Travel
back to the days when the mighty warrior was just a boy,
the quiet and thoughtful son of the Chief of the Hairy
Hooligans. Can Hiccup capture a dragon and train it
without being torn limb from limb? Join the adventure
as the small boy finds a better way to train his dragon
and becomes a hero!
www.k12hispanicoutlook.com K
"Mr. Poppers Penguins"
by Richard and Florence Atwater
Illustrated by: Robert Lawson
ISBN-13: 978-0316058438
Publisher: Little, Brown Books for Young Readers
Film Adaptation: “Mr. Poppers Penguins”
It was hard enough for Mr. Popper to support
himself, Mrs. Popper and Bill and Janie Popper.
The addition of twelve penguins to the family made
it impossible to make both ends meet. Then in the
middle of this overwhelming situation, Mr. Popper
had a splendid idea. These dozen little penguins
that he thought were just more mouths to feed
might be able to support the Popper family. And so
they did.
"Nim’s Island"
by Wendy Orr
Illustrated by: Kerry Millard
ISBN-13: 978-0385736060
Publisher: Yearling
Film Adaptation: “Nim’s Island”
Nim lives on an island in the middle of the wide blue
sea with her father, Jack; a marine iguana called Fred; a
sea lion called Selkie; a turtle called Chica and a satellite
dish for her e-mail. No one else in the world lives quite
like Nim, and she wouldn't swap places with anyone.
But when Jack disappears in his sailing boat, and disaster
threatens her home, Nim must be braver than she's ever
been before. And she needs help from her friends, old
and new.
"Mrs. Frisby and the Rats of NIMH"
by Robert C. O’Brien
ISBN-13: 978-0689710681
Publisher: Aladdin
Film Adaptation: “The Secret of NIMH”
Mrs. Frisby, a widowed mouse with four small
children, is faced with a terrible problem. She must
move her family to their summer quarters immediately or face almost certain death. But her youngest
son, Timothy, lies ill with pneumonia and must not
be moved. Fortunately, she encounters the rats of
NIMH, an extraordinary breed of highly intelligent
creatures, who come up with a brilliant solution to
her dilemma. And Mrs. Frisby in turn renders them
a great service.
20 · September 07, 2015
"Stuart Little"
by E. B. White
Illustrated by: Garth Williams
ISBN-13: 978-0064400565
Publisher: Harper & Row
Film Adaptation: “Stuart Little”
Stuart Little is no ordinary mouse. Born to a family
of humans, he lives in New York City with his parents, his older brother George and Snowbell the cat.
Though he’s shy and thoughtful, he’s also a true lover of adventure. Stuart’s greatest adventure comes
when his best friend, a beautiful little bird named
Margalo, disappears from her nest. Determined to
track her down, Stuart ventures away from home
for the very first time in his life. He finds adventure
aplenty. But will he find his friend?
"The Night at the Museum"
by Milan Trenc
ISBN-13: 978-0764136313
Publisher: Barron's Educational Series
Film Adaptation: “Night at the Museum”
Larry becomes a night guard at New York’s Museum
of Natural History. He thinks it’s going to be an easy
job, but is he in for a surprise. After dozing off, he
wakes up to find the most amazing vanishing act in
the museum’s history. The museum’s entire collection of dinosaur skeletons has disappeared! Where
did the skeletons go? Who is the dinosaur thief?
How in the world will Larry ever get those dinosaur
bones back?
"The Princess Diaries"
by Meg Cabot
ISBN-13: 978-0061479939
Publisher: HarperTeen
Film Adaptation: “The Princess Diaries”
Mia Thermopolis is pretty sure there’s nothing
worse than being a five-foot-nine, flat-chested
freshman who also happens to be flunking Algebra. Is she ever in for a surprise. First, Mom
announces that she’s dating Mia’s algebra teacher.
Then Dad has to go and reveal that he is the crown
prince of Genovia. And guess who still doesn’t
have a date for the Cultural Diversity Dance?
www.k12hispanicoutlook.com K
!
HIGH SCHOOL
MATTERS
WHAT HAPPENS
AFTER SCHOOL CAN ENHANCE LEARNING
Story compiled by Mary Ann Cooper
Image licensed by Ingram Image
WHAT A STUDENT DOES IN HIGH SCHOOL DOES MATTER! THAT’S THE MESSAGE OF THIS NEW
FEATURE IN OUTLOOK-12. FROM EXTRACURRICULAR ACTIVITIES TO ACADEMICS, STUDENTS
DON’T HAVE A MOMENT TO WASTE OR OPPORTUNITIES TO MISS. THIS MONTH, WE THROW
A SPOTLIGHT ON A 2011 STUDY ABOUT A CHICAGO AFTER SCHOOL PROGRAM DESIGNED TO
IMPROVE SOCIAL, ACADEMIC AND FUTURE SUCCESS.
22 · September 07 2015
!
HIGH SCHOOL
MATTERS
In 2015, ASM reported that
over the past two decades more
than 200,000 teens have participated in its hands-on, project-based arts, communications,
science, sports and technology
programs at Chicago public high
schools, community locations
across the city and Downtown at
Gallery 37 Center for the Arts.
ASM’s success was foretold in
Hirsch’s reporting on his findings
to Northwestern’s news center. He
noted, “Our study of selected After School Matters apprenticeships
found that youth in the program
Each
apprenticeship
involves work in
the designated
area, learning and
making use of
relevant skills to
accomplish a task.
Image licensed by Ingram Image
Communities with strong
after school programs for high
school students reap more than
one benefit from the enterprise. In
our increasingly latchkey society,
students in after school programs
have a place to belong and are off
the streets — streets where they
can fall into bad crowds and habits. But more importantly, high
school students in some of today’s
after school programs are developing personal habits that could give
them a leg up in the current highly
competitive job market.
In 2011, Barton J. Hirsch,
Northwestern University professor
of education and social policy, led
an evaluation of one after school
program, After School Matters, to
gauge its impact on the successful
social and educational development of high school youths. He
was joined in this three-year study
by Northwestern’s Larry Hedges
(professor of statistics, and Institute for Policy Research fellow)
and Megan A. Mekinda as well as
Julie Ann Stawicki (professor from
the University of Wisconsin–Extension). Support for the study
came from the William T. Grant
Foundation, Wallace Foundation
and Searle Fund.
At the time, After School Matters (ASM) was Chicago-based,
served more than 17,000 students
and was one of the models around
the country that implements apprenticeship style programs. The
study sought to evaluate whether
these types of programs have any
impact on the social and/or educational development of high school
students.
www.k12hispanicoutlook.com K
!
HIGH SCHOOL
MATTERS
"In several
Chicago Public
Schools classrooms
where students
went through
interview
training, the mock
interviews nearly
tripled the wouldbe hiring rate."
Barton J. Hirsch, Northwestern
University professor of education
and social policy
engaged in fewer problem behaviors, particularly gang activity and
selling drugs.” Hirsch said the
study also found that students enrolled in ASM exhibited more “self
regulation,” a term used by psychologists to mean staying focused
on goal achievement in the face of
many distractions, emotional and
otherwise.”
In a practice that continues
four years later, Hirsch noted in
2011 that “After School Matters
offers paid apprenticeship-type
experiences in a wide array of areas
such as technology, arts and sports.
Each apprenticeship involves work
in the designated area, learning
and making use of relevant skills
24 · September 07 2015
to accomplish a task. Instructors
are present to provide information,
guidance and feedback and to introduce students to the standards,
language and culture of that line
of work. The experience presumably also helps students begin to
appreciate and adapt to the culture
of the workplace and improve the
‘soft skills’ increasingly demanded by employers. The instructors
have expertise in — and in many
instances earn their livelihood
through — the activity that is
the focus of the apprenticeship.
Most instructors are not teachers.
Apprentices were paid a stipend
equivalent to $5/hour during our
study. After-school programs that
have an apprenticeship orientation
such as ASM have the potential to
provide the benefits of successful
part-time work experience at a
lower cost than many workforce
development programs. Moreover,
as after-school initiatives, they
have the latitude to focus more
broadly on positive youth development than might be the case
with programs targeted exclusively
as workforce development. Prior
research on ASM suggested that its
apprenticeships could provide such
an environment.”
Although there was no statistical difference between students
in ASM and students not part of
ASM in terms of school grades
and job skill training, ASM interns
did have an edge in that they developed a more positive identification with their own schools.
Where ASM maintained an
edge over work-related experience
or traditional after school activities
was in the areas of positive youth
development and problem behav-
ior. According to the study, “Youth
in the treatment group reported
significantly higher self-regulation
than youth in the control group.
This reflected a preventive impact:
both groups reported a decline in
self-regulation over the course of
the year, but the decline was less
among ASM youth.”
In 2014-2015, After School
Matters is creating and has been
creating 22,000 unique opportunities for teens to participate in
programs.
While no program is perfect,
it does point out that there is empirical evidence that there is value
in how students choose to spend
their time outside the classroom in
high school that could impact the
rest of their lives.
"Our study of
selected After
School Matters
apprenticeships
found that youth
in the program
engaged in fewer
problem behaviors,
particularly gang
activity and selling
drugs."
After School Matters Study
!
HIGH SCHOOL
MATTERS
were going to a party. Often urban
youth from a blue collar home
may have no experience with the
term “business attire” or “business
casual attire.” Those helping students to brush up on their qualifications need to explain those terms
to them. The “talk” also should
include a reminder not to go overboard or out of the norm on hairstyles, jewelry or make-up.
Theory Into Practice
Hirsch and his researcher colleagues found that having job and
academic skills and being able to
effectively communicate them
were two entirely different things.
One of the study’s conclusions in
2011 was that ASM should develop new ways to allow students to
make the connection between the
skills they are taught in ASM programs and the ways in which those
same skills will help them land a
job they want.
As a result, Hirsch and his
colleagues worked with human
resources professionals to develop an important offshoot of the
study: a curriculum for teaching
job interview skills. Hirsch says
the employment rate among teens
improved dramatically when the
student was exposed to that curriculum. “In several Chicago Public
Schools classrooms where students
went through interview training,
the mock interviews nearly tripled
the would-be hiring rate.” Many
job sites have recognized the importance of having interview skills
that ensure a prospective employer
knows the applicant has the right
stuff for the job.
Here are some tips from Monster.com and Careerbuilder.com to
keep applicants from hiding their
light under a bushel – especially if
they’re Hispanic.
Image licensed by Ingram Image
1. Dress for Success – Any
counselor will tell you that showing up in jeans and a tee shirt for
a job interview is a non-starter,
but according to Monster.com,
you can go overboard in the other
direction. Many young people
dress for an interview as if they
2. Avoid TMI – While saying too little about oneself is a
problem, too much information
is another. Monster.com cautions
that volunteering some personal
information — everything from
political beliefs to religion — may
have an unintended (and perhaps
even subconscious) negative effect
on job prospects. Tell students in
your charge to avoid that pitfall by
rehearsing the answer to the query
that most employers pose and that
provokes the most troublesome
answers — that is: Tell me about
yourself.
3. Do a Dry Run – You can
help students achieve better results
in the interview process by posing
as a potential employer and putting your student through a mock
interview. Think of it as the practice most lawyers go through when
they are preparing a witness for
trial. Monster.com also suggests
students actually do a trial run to
the location of the interview, so
they won’t get lost and arrive late.
Nothing sinks chances of employment like being tardy for an interview.
4. Bilingual? Make Sure They
Know It – According to Careerbuilder.com, students need to
realize that showing up to an interview with a Hispanic surname
doesn’t automatically signal to
prospective employers that they
are bilingual. Often, students who
are bilingual don’t bring it up in
an interview unless they are asked.
That’s hiding an important asset
that could be the difference between being hired and not hired.
In her book “Best Careers for Bilingual Latinos,” Graciela Kenig
says the top industries for bilingual
candidates include healthcare,
financial services, sales and marketing, social services and bilingual teachers and consumer credit
counselors. So make sure your
student indicates this asset on his
resume and cover letter and points
this out to the interviewer. •
www.k12hispanicoutlook.com K
News and Trends
in K-12 Education from Across America
U.S. Department of Education Awards More Than $24.8 Million
in Elementary and Secondary School Counseling Grants
W
ashington, D.C. -- The U.S.
Department of Education
awarded more than $24.8 million
to 67 schools districts in 26 states
to establish or expand counseling
programs. The new Elementary
and Secondary School Counseling
grant awards will aid schools in
hiring qualified mental-health professionals with the goal of expanding the range, availability, quantity
26 · September 07, 2015
and quality of counseling services.
Parents of participating students
will have input in the design and
implementation of counseling services supported by these grants.
“School counselors are a vital
resource for students and educators
and play a key role in creating safe
and productive learning environments,” U.S. Secretary of Education Arne Duncan, said.
“These grants will enhance
school-based counseling programs,
which have proven to be a great
source of help for students and
families with mental health and
emotional issues.”
Funds also may be used to support parental involvement, counselor and teacher professional development and collaboration with
community-based organizations. •
Barrio Logan College Institute Hosts "Opportunity for Impact"
2015
S
an Diego, Calif. -- Barrio Logan College Institute (BLCI),
a nonprofit dedicated to helping
disadvantaged families prepare
their children for college enrollment, raised over $50,000 at its
annual fundraiser, Opportunity
for Impact, for its education programs.
The event was held at the
San Diego Central Library where
BLCI honored donors hosted
an auction and shared inspirational success stories with over
300 corporate and community
leaders. Pedro Villegas, Director
of Community Relations at San
Diego Gas & Electric, served as
the event’s Honorary Chair.
Opportunity for Impact owes
its success to generous sponsors
including San Diego Gas &
Electric, Southwest Airlines and
U.S. Bank. Organizations such
as these continue to make it possible for BLCI and its students to
prosper. The $450,000 raised by
the fundraiser will directly support children who are currently
in the BLCI program as well as
enable future students to fulfill
their aspirations of a higher education. •
www.k12hispanicoutlook.com K
News and Trends
Largest Suicide Prevention Organization, Legal One and
Rutgers University Behavioral Health Care Join Forces to Train
K-12 Educators to Fight Suicide
N
ew York, N.Y. -- The nation's
largest suicide prevention organization, the American Foundation
for Suicide Prevention, joined with
LEGAL ONE and Rutgers University Behavioral Health Care to
launch a new online training program for educators on how to prevent suicide in our schools. Signs
Matter: Early Detection will show
K-12 teachers how and when to ex-
28 · September 07, 2015
press concern and refer students to
counseling staff or administration.
The online, school-based training program includes:
• A close look at the most
common mental health problems
and how they typically present in a
school setting
• Real-world scenarios (vignettes) in an elementary, middle
and high school setting to help ed-
ucators better identify students in
need of help
• An online assessment tool to
ensure that all participants have
gained an understanding of the
material covered
• Resources for understanding
a school's role in suicide prevention
• Review of legal requirements
for schools to keep in mind •
The Carlos Slim Foundation Presents Acceso Latino Initiative to
the Governor of Arizona
M
exico City -- During Arizona Governor Doug Ducey's
visit to Mexico City, the Carlos
Slim Foundation presented its
latest initiative, Acceso Latino: a
free website entirely in Spanish
that offers educational tools, English-language learning resources,
online job training and more.
AccesoLatino.org was officially launched in August 2014 by
the Carlos Slim Foundation in
an effort to improve the quality
of life of individuals of the U.S.
Latino community by providing
information, tools and resources that are easily accessible, free
and entirely in Spanish. The
site offers diverse content in the
areas of education, job training,
healthcare, citizenship and more.
The site contains educa-
tional tools that range from
English-language learning and
preparation for the High School
equivalency exam (GED, HiSET, TASC) to Khan Academy
courses in Spanish for learning
levels K-12 and up.
AccesoLatino.org includes financial literacy tools such as easyto-follow guides to saving money
and paying and filing taxes. •
www.k12hispanicoutlook.com K
CHCI Visits Silicon Valley, Pushes for Latino Diversity in Tech Sector
W
ashington, D.C. -- The Congressional Hispanic Caucus
Institute (CHCI) led a delegation
of its board of directors and advisory council including Hispanic
members of Congress for a Tech
Community Summit in Silicon
Valley. Last year with pressure
from diversity advocates, leading
technology companies made public
employment statistics that revealed
they had on average less than 4 percent of Latinos in their workforce.
The Tech Community Summit
included Latino representatives
of Silicon Valley technology companies, start-ups, non-profits and
associations for roundtable discussions.
The conversation continued
at several of Silicon Valley's top
companies to advance Latino diversity and address how technology
companies can work towards better
outcomes by:
• Replicating successful STEM
CHCI Visits Silicon Valley, Pushes for Latino Diversity in Tech Sector
Photo by Morgan Imaging Studio
News and Trends
30 · September 07, 2015
and Tech programs in K-12 programs
• Investing in higher education
and Hispanic Serving Institutions
• Strengthening recruitment
and retention strategies, including
investing in paid scholarships and
internships
• Supporting Latino start
ups and looking to Latino firms
through procurement process
• And increasing Latino representation on their boards •
Elementary School Students Win "Be a Backyard Superhero" Contest
A
lexandria, Va. -- The Outdoor
Power Equipment Institute
(OPEI)'s Research and Education Foundation and Scholastic
announced the winners of TurfMutt's national "Be a Backyard
Superhero" contest. Each of the
grand prize winners received a
$5,000 grant to improve the yards
and green spaces at their respective
schools.
The contest is part of the Turf-
Source: Outdoor Power Equipment Institute
Mutt environmental stewardship
and education program where
TurfMutt and his friends, the
Outdoor Powers, inspire the lesson
plans to teach environmental and
science lessons.
To enter, students had to
submit an essay showing how
they will help TurfMutt combat
cartoon-based "environmental villain" characters. They also had to
create an original picture using the
character cutouts from the TurfMutt activities.
The winners are:
• K-2 grand prize winner
-- Jordan Evans (Samuel Beck Elementary School in Trophy Club,
Texas).
• Grades 3-5 grand prize winner -- Liam Ellis (Aquinas Academy of Pittsburgh, Pennsylvania).
• 100 runners up each received
a book from Scholastic. •
Source: OPEI
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