Agrinauts Final Report

Wes Shaffer, Co-Director

Tallahassee Sustainability Group

[email protected]

THE AGRINAUTS TRAINING PROGRAM

TJ Shaffer, Co-Director


[email protected]

Erika Morgan, Co-Director


[email protected]

FISCAL AGENT:

FINAL GRANT REPORT

1 AGRINAUTS COPE GRANT FINAL REPORT

June 2013

Executive Summary We are privileged to be a part of

the Tallahassee community in

these exciting times as our

friends of all ages, colors, and

creeds, unite in driving toward a

healthier neighborhood food

environment. The Agrinauts

Training Program is continuously

inspired by activists in

sustainability, food, and

education, many of whom are in

the TallahasseeCOPE Coalition.

Our program is an effort to

address deficiencies when it comes to educating youth about our relationship to food and our

environment. In recognizing that our health and wellbeing is connected to our access to fresh

food, clean air and water, opportunities to succeed in the economy, and safe places to imagine,

create, and share – our program aims to draw students’ curiosity out into the classroom and

heighten their awareness of the world around them.

The Agrinauts Training Program is a project created and implemented by the Tallahassee

Sustainability Group; a community organization seeking to develop a sustainability framework in

Tallahassee that will enhance its ecologic, economic, and cultural welfare. The program is going

on its third year at the Ghazvini Learning Center where students enrolled in Second Chance and

The Success Academy can participate in the activities we design including organic gardening,

aquaponics/hydroponics food production, greenhouse management, landscape design, culinary

arts, entrepreneurship, music, art, biology, chemistry, engineering, and more.

Thanks to the Tallahassee COPE Coalition, Foundation for Leon County Schools, Second Chance

School, Success Academy School, and the Blue Foundation, the Agrinauts Training Program has

successfully completed its first full year at the Ghazvini Learning Center.

The following report outlines the progress we made during the COPE Community Grant period. It

has been an exceptionally fun year and we have learned a great deal from the experience.

Sincerely,

Wes Shaffer TJ Shaffer Erika Morgan Co-Director Co-Director Co-Director


June 2013

Contents Executive Summary ........................................................ 1

Contents ......................................................................... 2

2012 Grant Proposal ....................................................... 3

Project Goals and Objectives .......................................... 3

Target Population at Success Academy .......................... 4

Target Population at Second Chance ............................. 4

Our Strategic Approach .................................................. 4

Project Outputs .............................................................. 6

Project Outcomes ........................................................... 7

Program Challenges ........................................................ 8

Program Findings ............................................................ 9

Lessons Learned ............................................................. 9

Important Concerns ...................................................... 10

Attracting Additional Resources ................................... 11

Future Plans .................................................................. 11

Grant Finances .............................................................. 15

Budget Revisions .......................................................... 17

Expense Sheet .............................................................. 18

Thank You ..................................................................... 19


June 2013

2012 Grant Proposal

In 2012, we requested grant funds from the

COPE Coalition in order to continue the

Agrinauts Training Program – a food

environment focused curriculum designed to

engage students in gardening while achieving

Florida Sunshine State Standards in math,

health and art. With this program, students will

achieve five objectives:

recognize that nutrition is vital for human

health

recognize our food environment and the

nutrition it provides

master skills in growing, preparing,

marketing healthful meals

further academic success by

accomplishing Sunshine state Standards

connect with a broader Tallahassee community that is focused on food and nutrition

Project Goals and Objectives

Goals

Master food

production/preparation

Understand how we relate to

our neighborhood food

environment

Outcomes

99% of students demonstrate

food production and prep skills

99% understand where their

food comes from

100% of students understand

importance of nutrition

Activities

Cultivate organic garden

Manage aquaponics system

Construct solar cooker

Demonstrate food

preparation/safety

Measure

Food/environment survey –

conduct on the first and last day

of program

Agrinauts Booklet – a

customizable journal that

students will use to track

progress


June 2013

Target Population at Success Academy

Table 1-1: Success Academy Target Population of 327 Students (Spring 2012)

Target Population at Second Chance

Table 1-2: Second Chance Target Population of 118 Students (Spring 2012)

Our Strategic Approach During the planning phase of our program, we discussed how to approach the students at the

Ghazvini Learning Center with a food & environment curriculum. It was important to first

understand why the students were at GLC. The Second Chance students were there because of

their misbehavior in a Leon County public school. The Success Academy offered students whom

were falling behind in school the opportunity retrieve credits at an accelerated pace. If we were

to be prosperous in our efforts to teach food, health, & environment concepts and skills we would

have to do our best to not detract from the mission of GLC. Therefore, we decided to integrate as

many science and mathematics benchmarks as possible into the activities we designed. After

devising a list of all the benchmarks students would need in science grades 6-12 we highlighted

ones we could hit with gardening, greenhouse, cooking, and experimentation activities. Here is

an example of a great Life Science Benchmark required for all 8th Graders in Florida:

0

50

100

150

200

250

300

Students

0

20

40

60

80

100

120

Students


June 2013

This benchmark, and benchmarks like it, became our foundation for building a useful curriculum.

In this case, understanding the process of photosynthesis is essential in understanding how our

neighborhood food environment works; it all starts with the Sun. In Unit 1 we planned to talk

about the power of the sun and how it impacts our planet and our food. We would explore these

ideas with hand-on activities such as the construction of a solar cooker, use of solar panels, and

an experiment to prove the process of photosynthesis. From there we could have a conversation

about what exactly plants need in order to produce the healthiest food possible (sun, soil, water,

carbon dioxide). What do plants create that humans and other animals need? Oxygen for us to

breath, and glucose, the chemical energy we need to survive. This would lead us into Unit 2,

nutrition; what nutrients do plants need? What nutrients do humans need? We wanted to stress

the importance of adequately nourishing our bodies and brains to power us and realize our

potential as powerful people. But where and how do people find food? We would consider how

ancient hunter-gatherers found food and contrast their food environment with the one of today;

saturated with fats, salts, and refined sugar. How do foods today affect our health? How do people

make dietary decisions? What role does advertising and marketing play in influencing our dietary

habits? The hands-on activities in this unit would include growing wheatgrass in order to make

nutritional wheatgrass beverages. Students would be prompted to discuss how food was

marketed and record mock commercials for the wheatgrass drink. Our final unit would look at

how our health is related to the health of our environment. From the alarming decline in

population of bees to the mountains of garbage piling up in the Philippines, what can we do to

reduce our impact on the ecosystems we depend on?

Benchmark# Description Idea/Standard

Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

SC.8.L.18.1

Describe and investigate the process of

photosynthesis, such as the roles of

light, carbon dioxide, water and

chlorophyll; production of food; release

of oxygen.

Matter and Energy

TransformationsLife Science High


June 2013

We planned right up until the last week of

summer, but we had only enough content for the

fall semester; spring was still a mystery. After

many meetings, we decided that the spring

would be an opportunity to experiment with

open-source education. In other words, our daily

activities would be driven by the participants in

the class instead of us planning each class. The

hope was the projects started in the fall would

carry on into the spring and students would

assume ownership of their class experience.

Project Outputs Over the last year, the COPE Community Grant helped us and our students:

Engage over 200 students during a 9 month

period

Maintain an organic aquaponics food

production system

Maintain 12 organic raised-garden beds

Add 9 more organic raised-garden beds

Design and implement an edible landscape

Design and construct an outdoor-portable

kitchen

Harvest collard and mustard greens to stock

cafeteria line each week for over a month

Build a hydroponics lettuce production

system

Construct a solar cooker

Add an additional day of class per week

Add 6 additional classes per week

Start a recycled-instrument band

Give over 130 lectures on food & environment related topics

Design 18 prezi/sketchup presentations

Recrtuit 8 new volunteer teachers


June 2013

Project Outcomes

Deliverables

Though we were able to identify overall strides toward our outcome goals, we were not able to

meet the standards we set; falling short of 99-100% of students (1) demonstrating food

production and prep skills, (2) understanding where their food comes from, and (3) understanding

the importance of nutrition. Looking back, this was too tall of a goal to achieve. Nevertheless, we

wish to aim high again this coming here, with a revised goal of 65% competency in each of those

categories.

Our greatest success was exposing the Ghazvini students to the most basic aspect of a healthy

neighborhood food environment; the production of nutritious food. Students learned how to

properly germinate seeds, transplant seedlings, and tend to garden beds as well as harvest the

finished product. Harvested food was either taken home by the students or delivered to the

cafeteria to be placed on the line. Cafeteria Manager Ms. Levine exclaimed that students were

more likely to scoop salad onto their plate if she informed them that the lettuce was from the

school garden. In the fall semester, we organized students

into “family teams” which were tasked at maintaining their

family garden. Students cooperated in tending to their plot

of land which instilled a sense of ownership and

responsibility. At the end of the year, several students

approached us and said that the school’s garden inspired

them to continue gardening at home and in their future

schools.

Design Projects

In the spring semester, we expanded the garden and began

an edible landscape project that the students designed and

implemented. We gave the students a budget and began by

brainstorming the wants and needs of the landscape.

Following our brainstorming sessions, we measured the

proposed space and drafted to-scale models on graphing

paper. Mapping gave us an idea of how best to utilize the

space while we discussed basic landscape principles. From

there, the students decided which types of fruit trees they

wanted to incorporate and created a design based on the

placement of those trees. After two months of planning, we

successfully installed ten fruit trees, built four triangular

beds and equipped the space with a drip irrigation system.

Although we did not complete the full edible landscape

design, we are excited to repeat the design process for the

following semester and look forward to seeing new,

innovative concepts the students come up with.


June 2013

Students also decided that they wanted an outdoor kitchen because, up until that point, we were

only able to eat our vegetables raw and without much seasoning. We went through a four-week

design process and then constructed the kitchen; complete with a hot burner, toaster oven, and

sink. At the end of the year, several students approached us and said that the school’s garden

inspired them to continue gardening at home and in their future schools.

Cooking demonstrations

On two occasions, Chef ShacAfrica paid a visit to conduct cooking demonstrations with the

students. These were great activities because students were fully engaged in preparing healthy

dishes and really too pride in their cooking adventure. Chef Shac did a phenomenal job getting

the students to work together and allowed them the freedom to get creative and add their own

flare and flavor. Some students exclaimed that cooking was easier than they thought. An

unexpected outcome of Chef Shac’s demo was that many students felt more confident in the

outdoor kitchen they had built and began experimenting with it more; cooking kale chips with

onions, tomatoes, and all sorts of seasonings.

Program Challenges One of our biggest challenges was tracking progress through the Agrinaut Booklets due to class

roster changes and poor organization. The booklets are a key component to providing a Curricula

Vitale of Agrinaut achievements as well as an excellent way to track changes in dietary behaviors.

We started off strong, capturing information about what students were eating, where they were

eating, and if they were cooking their meals or eating pre-made ones. The winter break threw a

wrench into our organizational structure because student rosters changed and our volunteer

team changed as well. This made it increasingly difficult to maintain the books and they were used

less in the second half of the year. We will overcome this challenge in the coming year after

experimenting with new strategies to encourage greater upkeep of booklets, such as leaving an

Agrinaut box in every class so that the students absorb the access and responsibility of the books.

Another challenge we faced and one that is shared by many teachers is ensuring students remain

engaged. We need greater and more consistent classroom management skills so students are

always focused on the task at hand. This means we must work at creating conditions were


June 2013

curiosity and self-determined learning can occur. Projects like the outdoor kitchen are effective

in keeping students curious.

Program Findings We were able to determine from our survey at the start of the program that most students’ do

not consider fruits and vegetables as their favorite foods. Instead, more common answers were

hot wings, fried chicken, pizza, and hamburgers & fries. When we conducted the survey again at

the end of the school year, more students (though not the majority) answered with fruits and

vegetables including kale, broccoli, and tomatoes. We think this is partially a product of the

students answering more favorably for us, but we expect there is some truth and that students

are beginning to consider fruits and vegetables as an exciting part of their diets. All in all, the

experience of growing your own food, cooking or preparing it, and eating it with your peers seems

to have had a very positive impact on our students.

Student-Driven Curriculum

Almost all students are interested in learning through hands-on engagement. Sometimes they are

initially apprehensive or skeptical to participate, but if they see an opportunity to experiment,

design, build or imagine, they generally give in. For the students to see this opportunity, the

learning environment needs to be designed to allow for intuitive engagement in an activity. A lot

of thought and planning is required to design such an environment; if students are able to

participate in the design process, the resulting environment will reflect more opportunities to

future students. For instance, in designing the outdoor kitchen, we invited the students into the

design process. Although only a handful of students invested their efforts into the design process,

we were able to make an outdoor kitchen that is suited specifically to student’s needs and ideas.

From there, greater student participation was enacted in the building process as well as the

subsequent cooking demonstrations. Ultimately, we would like to bring those principles into all

of our future projects – the greater the student involvement in the process, the better we can

serve the students.

Lessons Learned Of the three or so years we have been volunteering at the Ghazvini Learning Center, this past year has been the most enriching experience yet! We have grown a lot, our ideas are beginning to mature, we are more capable of implementing our projects, and we think this program can induce permanent, positive changes in our education and food systems. Although our team membership fluctuates as people ebb and flow through the program, the core group is growing in number and talent.

Building Relationships

One lesson we have learned is that our program is only as strong as the collaborative partnerships we form. Fostering these creative relationships requires effective communication, honesty, and enthusiasm. People want to do good things, finding a way to connect with those people and plug them into the program is an invaluable skill. Moreover, plugging into their work is not only a great way to support your relationship, but an opportunity to learn from the experience. A good


June 2013

example of this is our connection with Chef Shac. To put it simply, Chef has hooked it up for us. In return, we have helped Chef with some of her projects to reciprocate her generosity.

Designing the learning environment

When a lesson plan does not go as well as you might have planned, a teacher needs to be quick on their feet to roll with the punches. Having a diverse classroom environment allows teachers to change gears and engage students in new subject matter. It requires thoughtful design and heavy input from the students. For example, after the outdoor kitchen was built, it became a platform for students to explore. In a sense, it was like having an extra teacher on staff. Students would find the culinary activities fascinating and would learn through their own direction.

Students like to customize their learning environment

In line with the previous point, students like to customize their learning experience. Most students were excited when we had painting or drawing activities. Customization is a form of respect and promotes a sense of stakeholdership. Thus, when students feel like stakeholder, they are more likely to participate in a positive way. This idea seems especially true when students are sharing the experience with other people. For example, each family team had to create a flag that represented them as a group. Everyone got involved and the awesome flags they made are proof of its success.

Growing food is great, tasting food is greater

And tasting the food you grew is the greatest! Students are often skeptical throughout the entire process, from seed to plate, but as the food grows, and they learn how to prepare something tasty with it, the skepticism melts away. The most glaring example is the kale chips. At first, students are vehemently opposed to even touching kale, even though it is one of the healthiest foods a human could consume with more iron per calorie than beef and more calcium per calorie than milk! But after washing it, lightly drizzling on some olive oil, dusting it with a little seasoning (perhaps garlic powder?), baking it at 400o for 10 minutes, letting it cool a minute or two out of the oven, and finally tasting it? The students go wild! They start shouting out orders to each other, “we need more kale!” They begin experimenting, throwing freshly cut onion, basil leaves, perhaps a tomato. All of a sudden you are surrounded by kale aficionados and it would be social suicide to dis it!

Important Concerns Our main concern is attracting the right talent to our program. This work can be difficult at times, especially since the number of students can out-number our volunteer teachers 12 to 1, sometimes 25 to 1. Dedicated, creative, intelligent, and thoughtful people are vital to the sustainability of this program. Additionally, we need manpower to accomplish the objectives we set for ourselves. For example, when life became busy, we fell behind in our grant reports. As they


June 2013

piled on, they became increasingly difficult to tackle. Having a person on hand dedicated to the task of evaluating and reporting for this grant would have ideal.

Another concern is securing the funding needed to continue going. A lot of the work now is done voluntarily, however we still need funds to support the projects we are developing with supplies and materials. There are benefits to having financial constraints in that creativity, ingenuity, and elbow-grease are forced to the surface making the projects more resource efficient and often times environmentally friendly. Nevertheless, having some funds ensures that we can get the job done each week. In addition to applying for grants, we look forward to establishing mechanisms that will raise revenues thru the productivity of the program.

Attracting Additional Resources This grant has allowed us the opportunity to take our program to the next level and since receiving it, we have been recognized in a number of mediums, including a documentary film, WFSU radio spot, and New York City based Food Blog Article (please click the links below):

WFSU Radio Spot: “Voices from the Classroom”

Local Documentary: “As We Grow”

New York City Food Blog Article: “The Student Organization that Grew” Additionally, we have made in roads with organizations such as PeaceJam of Florida State University and the Agricultural Club of Florida A&M University. Finally, we received a $2,000 grant from the Foundation for Leon County Schools to develop an edible landscape at the Ghazvini Learning Center.

Future Plans Three years into our exploration we are seeing clear links between a healthy food environment

and a healthy educational environment. Both support each other toward overall health

attainment. Unfortunately, the prevailing education system suffers from many ailments most

fervent of which is a rigid, stale, and alienating system that prevents students from identifying

their real passions and talents. One-size-fits-all standardized tests and an antiquated lecture-style

of teaching fail to neither spark curiosity within our students nor challenge their creativity in a

way that will equip them for a future driven by technological advancement, changes in our

environment, or skills to support a self-sufficient lifestyle. The resulting trends are bored students,

uninspired by what should inspire us most: learning. Students are increasingly churning out under-

qualified and underprepared for a shifting economy, leading them toward low skill jobs or worse

a victim of structural unemployment. These are forces that affect our students, their health, and

the health of their communities.

The Agrinauts Training Program aims to work with students to ameliorate some of these stressful

trends by creating a classroom experience that is relevant, engaging, and ultimately fun. Fun is an

intrinsic human motivator. When people are having fun, they can achieve what Mihaly

Csikszentmihalyi calls “Flow,” a state in which a person is fully immersed and motivated in an

activity. LeBron James achieves flow when he is on the basketball court, Malcolm Gladwell

http://www.wfsu.org/education/americangraduate/index.php/learn/media/voices-from-the-classroom/115-agrinauts-garden.html

http://vimeo.com/65436081

http://www.foodpolitic.com/tallahassee-sustainability-group-the-student-organization-that-grew/


June 2013

achieves it when he writes a great book, and many people also

achieve it in school as they attain new and enriching

knowledge. We wish to facilitate the opportunity for our

Agrinauts to achieve “flow.”

Our concept is somewhat simple: make school a game. This

approach is based on a successful school in New York City called

“Quest to Learn” in which players (students) have the

opportunity to play an on-going game in the classroom and

freely explore fields of study they may find appealing. We want

to immerse the player into an interactive educational

experience where they can advance at their own pace,

collaborating with players, and overcoming challenges that

have real impacts on our community. Game designers

understand what motivates people to play their games. We

want to incorporate some of these dynamics into the

classroom experience in a culturally relevant manner. This

allows students to reach what is already natural to them, a

passion to learn. These dynamics include a storyline that can evoke student emotion, quests that

require students to make meaningful choices, feedback mechanism that give students real-time

information about their performance, and a way to share with others their experience and

progress in the classroom.

For many of the students we teach, their participation at GLC is their last chance at succeeding in

the academic world. Yet as we have each personally witnessed, these students have tremendous

potential to do big things in the world. We want to empower these students with the tools they

need to navigate a healthier food environment and an ever changing techno-economic landscape.

Storyline

We need to piece together a formalized curriculum that mindfully utilizes gaming dynamics. We

prototyped a simple storyline for fall 2012 in which Tallahassee had elected an over-the-top

eccentric mayor who, by no ill-intent, created awful policies due to his peanut-sized brain and

larger than Mars vanity. As he implemented the policies, Agrinauts would work on projects or

experiments that tied into the story:

Mayor Plum introduced a donut filled energy drink called SLARD to all public schools and

grocery stores. During the in-class Prezi presentation, we analyzed the nutritional content of

SLARD (really the nutrition facts of Coca-Cola) and responded the Mayor’s policy by growing

and juicing wheatgrass as a healthy alternative.

The in-class interaction was a success because it was unique! It got the students attention; they

even had funny and often repulsed reactions to the mayor. For this next year, we are considering

adding depth to the story in order to make it more culturally relevant to the students. One idea is

to develop a male and female protagonist that the students can more closely relate to.


June 2013

Guilds

In his book, “The Multiplayer Classroom” Lee Sheldon defines a guild as a community of players

with common goals. In our adaptation of guilds, we are attempting to offer students the

opportunity to join teams surrounding a specific learning objective (whether it is to master

gardening skills, culinary skills, writing skills, etc.) The characters portrayed in the storyline will

serve as guild-masters in which students will be able to “interact” with them in the garden and

greenhouse and these characters will issue educational students challenges. Physically, they will

just be mannequins or cardboard cutouts, but they will have monologues and personalities that

will help automate the learning process so players can advance in the fields they choose at a pace

that meets their comfort and needs.

This is an aspect of the game

where we can plug in experts

from the community and maybe

base the guild-masters off of real

people! For instance, in the

gardening guild, the guild-master

may resemble the local

gardening expert, the Man In

Overalls.

Guilds will help us keep track of

student progress; as students

complete successive objectives,

they will receive credit from the

guildmaster that they can add

to their Agrinaut books.

Students will receive sufficient feedback on their performance and build their résumé. The

objectives become increasingly more difficult, autonomous and specialized as the student

progress through the guild/

Ex. Journalist Guild

Mission 001: Student writes a simple journal entry about their favorite food (+ XP)

Mission 002: Read, write and Tweet an article about a food issue (+ XP)

Mission 003: Write a report on genetically modified food (+ XP)

Mission 004: Write a blog post/report on Agrinauts (+XP)

Success! You earned the Pullitzer Reporter’s Badge!

Sandbox

Spaces designated as “sandboxes” are areas where open-source, free-form activity is permitted;

just like in a sandbox. We want to encourage an environment where students can direct their own

path and take the resources from their surroundings to build something great for themselves. The

outdoor kitchen is an excellent example of an emerging sandbox as students spontaneously

decided to make kale chips, even though that was not part of our scheduled activity. It is clear

Mayor Plum introduces SLARD to the public in his weekly address


June 2013

that the students want to be active; we simply need to provide a space where students can

flourish.

Makerspace

“The future needs people who can creatively

Make,” –The Makery in NYC. Makerspaces are

popping up around the world as community

spaces where people come together to make

things! We have been building one at the Ghazvini

Learning Center with the intention to stretch the

imaginations of the Agrinauts. In a makerspace,

resources are recycled to create new and exciting

things, solve problems, learn computer

programing, circuitry, metal/wood work, and

much more.

Stakeholders

Understanding out stakeholder and plugging our

community into the program is the next most

important step in progressing. There are countless

professionals and knowledgeable people whom

could have a great deal of positive impact on the

Agrinaut students. Some people we are on the

lookout for include:

Teachers: Ghazvini teachers confirmed a deep commitment to the program’s success and seek

greater integration of the garden and the classroom. We need to be responsive not only to the

needs of the students, but to the teacher’s expectations as well.

Gardeners: Folks that have been gardening in Tallahassee can contribute to transferring

essential technical, cultural and other nuanced information that we need to maintain.

Entrepreneurs: As the dynamics of our employment structure mechanize, it is going to be

increasingly important for students to recognize relationships and think creatively.

Entrepreneurs are experts at this and will be able to pass down their skills

Artists: We are looking for a creative and artistically talented person to help storyboard our

campaign and make the "graphics," develop characters and write an emotional and inspiring

storyline

Scientists/Mathematicians: People who understand math and science and can help us convey

some of their intuition to the Agrinauts.


June 2013

Grant Finances

Table 2-1: Original Grant Budget with revised column and expenses-to-date column

Program/Project

ExpensesThis Grant Narrative Revised Budget

Expenses-to-

date

Salaries and Wages

$ 4,804.60

3 Part-Time (20% of work week)

Agrinaut Directors

@ $133.46 per month x 12 months =

$4804.6 $ 5,100.00 $ 2,666.00

Benefits and Taxes $ - $ - $ -

Salaries and Benefits

Subtotal $ 4,804.60 $ 5,100.00 $ 2,666.00

Contracted Services /

Professional Fees $ 300.00

Greenhouse Drainage Repair

(estimated at $300) $ 150.00 $ 15.00

Equipment and

Supplies

$ 1,673.40

Agrinaut Booklets $450

Timers $30

Daphnia / Size .42 Ounces $18 Fish $50

5 Stage Reverse Osmosis Water Filter

$146.69 Aquarium Heater $17.99

Rubber electrical cord insulation $20

General Foam Plastics 4' Round Solid

Poly Pool $10

Pruning Tools $100 Soil $400 Seeds

$100.73

Trellis $15 $ 3,000.00 $ 2,964.56

Marketing /

Communications $ - $ - $ -

Events / Meetings

$ 200.00

Training Breakfast $150

3 Training Events (one at FAMU, FSU,

TCC) $50

Training $ 150.00

Facing the Future Curriculum Materials

$150 $ 250.00 $ 250.00

Travel / Mileage $ -

Construction /

Renovation

Costs

$ 2,772.00

28" Snap-Fan $1400

Weather Station $250

Sump Pump (5A swamp cooler) $40

Water Pumps $100

Solar Cooker $150

55 gal Rain Catchment Barrels $96

Gutter System $24 In line pump for

barrels $40 Solar Panel $672 $ 1,500.00 $ 1,410.63

Other $ -

TOTAL EXPENSES $ 10,000.00 $ 10,000.00 $ 7,306.19


June 2013

Table 2-2: Original Budget Proposal (Green), Revised Budget (Gray), and Expenses-to-date (Orange)

Table 2-3: Dollar Amount Change between Original Budget and Revised Budget

$-

$1,000.00

$2,000.00

$3,000.00

$4,000.00

$5,000.00

$6,000.00

Original Budget

Revised Budget

Expense-to-date

($1,500.00)

($1,000.00)

($500.00)

$0.00

$500.00

$1,000.00

$1,500.00

Salaries and Wages

ContractedServices/Professional Fees

Equipment and Supplies

Events/Meetings

Training

Construction/Renovation Costs


June 2013

Budget Revisions

Table 2-2 shows the breakdown in our budget from our old version (in green) to our revised

version (in grey). During our planning phase over the summer, we decided to flip our budget.

Table 2-3 shows how we flipped the budget for construction/renovation costs with the budget for

equipment/supplies. The reason being that once we ironed out the curriculum we realized we

were going to need more supplies on hand to accommodate a variety of projects. Instead of

investing in construction for solar panels and new fans, we would spend money on things the

students could directly use or make from. This was especially important during the spring

semester when our projects were most resource intense.

We removed funds for a contracted services and events/trainings and added funds to salaries,

training conferences, and bookkeeping fees.

Below you will see our expense sheet which includes $2600 still left to spend. Part of the reason

we have funds left over is that we have not yet fully paid two of our directors and will do so in the

coming weeks.


June 2013

Expense Sheet

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OR

ITE

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2012-0

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2012-0

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2012-0

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s$32.0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

8-2

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s$399.0

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2012-0

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s$89.9

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2012-0

8-2

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s$99.9

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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2012-0

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June 2013

Thank You This has been a remarkable experience, thank you so much!

Agrinauts Final Report

Documents

tallahassee community

program challenges

program findings

tallahassee cope coalition

final grant report

sustainability framework

cope community grant

fresh food