Tennessee Master Gardener Search For Excellence 2011 Application

Transcription

1 Application Code: (for committee use only) Tennessee Master Gardener Search For Excellence 2011 Application APPLICATION DEADLINE IS NOVEMBER 30, 2011 NAME OF MG GROUP: Warren County Master Gardeners Association COUNTY: Warren MASTER GARDENER CONTACT: NAME Tina Smock MASTER GARDENER COORDINATOR/EXTENSION STAFF: NAME Dale Beaty Tina Smock TITLE County Director Admin Assistant PHONE (931) CATEGORY---MUST SELECT AND SUBMIT IN ONLY ONE CATEGORY X Youth Demonstration Garden Workshop or Presentation Community Service Innovative Project Research Special Needs Audience COMMENCEMENT DATE OF PROJECT: June 1-3,

2 LIST THE NAMES OF MASTER GARDENERS DIRECTLY INVOLVED IN THIS PROJECT. Do not include their roles or any other individuals in this listing. (Place the cursor in the box to type a name.) Martha Bell Pat Bigbee Diane Bond Pat Castellano Marilyn Doty Betty Grissom Burt Huie Brenda Lekki Gladys Little Kim Nichols Melissa Redmon Deb Savchuk Tina Smock William Studer Donna Sullivan Fay Wilson If you are using Word, place your cursor in the boxes and click twice. If using PDF, place your cursor in the box and begin typing. DESCRIPTION OF PROJECT (include name, location, target audience, goals, and partnerships) Name: Warren County Junior Master Gardener Daycamp Location: Warren County Fairgrounds Target Audience: Open to any 4-6 th grade students regardless of race or gender Goals: The goal of the daycamp is to provide an educational program focusing areas of learning toward hands-on activities with the students to take home and be able to teach others from the knowledge and skills they have learned. Warren County Master Gardeners coordinated the events based on curricula from the Junior Master Gardener Handbook from the Texas Agricultural Extension Service. Partnerships: The Warren County 4-H Honor Club was an instrumental partner in implementing leadership activities with the campers. The teen leaders assisted with planting flowers, gathering materials, teaching programs, and transferring students from station to station. Tennessee State University Nursery Crop Research Station - Entomologists Triple B Nursery and Greenhouse, Rock Island, donated flats of flowers Wal-Mart s, McMinnville, donated flowers to transplant Mary s Greenhouse, McMinnville, also provided flowers at a discounted rate Warren County Schools (8) allowed Master Gardeners to come into classrooms and promote the camp with registration forms to distribute 2

3 DESCRIBE THE PLANNING AND IMPLEMENTATION OF THE PROJECT Planning: 1. Planning meeting held in February A.) Brainstorming sessions themes decided B.) Group chairs assigned 2. Activity meeting held in April A.) Group leaders assigned and named Groups --Hummingbirds --Dragonflies --Butterflies B.) Crafts --Flower pots --Hummingbird feeders --Birdhouses --Backpacks --Stick art --Insect jars --Scarecrows --Rain gauges C.) Educational programs --Hummingbirds The Story of the Hummingbird Handouts Plant a Hummingbird Garden --Water Conservation Rain Gauges Handouts (UT publications) --Propagation Terrarium Handouts Daily Activities: Day 1: Group Activity 8:00 Campers arrive, sign in (Tina/Marilyn) name tags (Tina), folders (Pat) 8:10 8:30 Group fill in KWL s Ice Breaker, Rules, Introductions, (Laura & ALL) 8:30 8:50 Group Activity Begin Stick Art - Names (Laura & ALL) 8:50 8:55 Move Station One 8:55 9:35 Station 1 WOMEN S BUILDING Insects (Brenda & TSU agents ) 9:35 9:40 Switch Stations 9:40 10:20 Station 2 PAVILION Flower Pots (Gladys & Diane) 10:20 10:35 Snacks (Betty/Martha/Pat) 10:35 10:40 Switch Stations 10:40 11:20 Station 3 4-H BOOTH Where do we start? - Propagation (Tina) 11:20 11:25 Switch to PAVILION 11:30 Prepare to go home Review of the day & Fill in some Ls (Laura) (Marilyn) Hummingbirds (Pat) Dragonflies (Donna) Butterflies Day 2: Group Activity 8:00 Campers arrive 8:10 8:30 Garden Rap (Laura) - Group Activity Continue Stick Art (Laura & ALL) 8:30 8:35 Switch Stations 8:35 9:15 Station 1 4-H BOOTH Hummingbird Lesson & Garden (Tina & Brenda) 9:15 9:20 Switch Stations 9:20 10:00 Station 2 PAVILION Hummingbird Feeders/Insect Jars (Deb & Faye) 10:00 10:05 Switch Stations 10:05 10:45 Station 3 WOMEN S BUILDING Backpacks (Gladys & Melissa) 10:50 11:30 Review of day (Laura), snack (Betty/Martha), dismissal (Fill in some L s) (Marilyn) Hummingbirds (Lyndi) Dragonflies (Donna) Butterflies Day 3 Group Activity 8:00 Campers arrive 8:10 8:30 Garden Rap - Group Activity Scavenger Hunt (Laura & ALL) 8:30 8:35 Switch Stations 8:35 9:15 Station 1 WOMEN S BUILDING Bird Houses (Brenda & Wil) 9:15 9:20 Switch Stations 9:20 10:00 Station 2 PAVILION Rain Gauges and plant seeds in pots (Kim & Pat) 10:00 10:05 Switch Stations 10:05 10:45 Station 3 4-H BOOTH Scarecrows (Tina, Gladys, Melissa & Lyndi) 10:45 10:50 Switch to Grandstand Area/Take Group Photo with bags/pots (everyone) 10:50 11:30 Review of day, snack (Betty and Martha), Complete Ls, hand out pictures, dismissal (Marilyn) Hummingbirds (Sarah) Dragonflies (Donna) Butterflies 3

4 HOW HAS THE PROJECT BEEN FUNDED AND HOW HAVE THOSE FUNDS BEEN SPENT? To fund the Junior Master Gardener Daycamp, we have an annual plant sale. This year the plant sale brought in $1,000. The funds were set aside for the daycamp. The cost of camp is $15. Warren County Junior Master Gardener Daycamp Statement of Accounts DATE DESCRIPTION CHARGES CREDITS ACCOUNT BALANCE $0 05/07/2011 Plant Sale Funds $1, $1, /01/2011 JMG Daycamp Registration Fees $ $1, /01/2011 Supplies $ $ /01/2011 Refreshments $ $ /01/2011 Gift Certificates Guest Speakers $ $

5 DESCRIBE THE OUTCOMES OF THIS PROJECT. HOW HAS IT AUGMENTED LEARNING, INCREASED KNOWLEDGE OR CHANGED PRACTICES TO ENHANCE QUALITY OF LIFE? INCLUDE THE METHODS YOU USED TO MEASURE THE IMPACT OF THE PROJECT. (These impacts could be economical, educational, environmental, health or community based. SFE projects should be developed to reach the most people possible from the target audience. Impact numbers are not significant if the target audience does not learn or utilize the information. Make sure that you ask participants how this information helped them and record this as an impact. For example, evaluation questions that ask, How do you plan to use this information? or Can you share specific information that you learned today? A KWL chart was used daily at the camp. The K stands for Know what the students know already. Each group activity session would start out with what they already know about the day s programs The W stands for Want to know what the students would like to know about the day s programs The L stands for Learned what the students learned from the day s programs At the end of the camp a comparison of what was learned versus what they knew and what they wanted to learn about next time was compiled. Things They Learned Things They Want to do Next Time Madagascar hissing cockroach does not Learn more about bugs hurt you and is very big Bugs are good Learn about bees and ladybugs How to make a hummingbird feeder Make more clay flower pots A hummingbird s heart beats more than 1,000 times per minute How to make stepping stones Hummingbirds like red flowers Different bird nests Sand does not hold water Make more wooden things How to make a rain gauge Bug zapping plants How to make a bug jar Hummingbirds have longer tongues than their bodies Dirt is fun How to plant and divide flowers Impact Campers returned back to daycamp with information they shared with families. Emphasis was placed on the importance of environment and water conservation and how what they do today will affect the way we eat, buy groceries and live tomorrow. Reduce, reuse, and recycling is always re-emphasized by campers bringing their own drink cup daily to get the fresh water from a cooler instead of purchasing plastic bottles of water that fill the Earth with harmful plastics. Refreshments were selected with a nutritious menu including vegetable/ranch pizzas, dairy products presented from the June Dairy Day Chairperson and homemade cookies, fresh fruits and fruit drinks. Feedback forms were sent home with the students to see how they would use the information they learned with their family and peers. Female White Campers 9 Male White Campers 9 Female Hispanic Campers 2 Male Hispanic Campers 1 Female African American Campers 1 Male White Teen Leader 1 Female White Teen Leaders 3 Male White Adults 2 Female White Adults 14 Total impact school s 2,000 students 5