the Forever Green Environmental Take - Girl Scouts Heart Of Central ...

forever green
Forever Green
environmental
take action Guide
girl scouts heart of central california

Table of Contents
I. Girl Scouts Forever Green—Community Action Project Overview ............................................................. 2
II. Climate Change ......................................................................................................................... 4
II. Focus Areas
Breathe ...................................................................................................................... 6
Don’t Just Throw It Away! .......................................................................................... 9
WOW – Water Conservation .................................................................................... 13
Energy Conservation ................................................................................................. 16
Tree Planting and Environmental Action ................................................................. 19
III. Additional Online Resources .................................................................................................. 23
IV. Girl Scout Leadership Journeys .................................................................................... 26
V. Girl Scout Badges .................................................................................................................... 27
VI. Picking a Project .................................................................................................................... 34
VII. Taking Action ....................................................................................................................... 36
VIII. Connecting with Your Community ...................................................................................... 39
1

Girl Scouts Forever Green: Community Action Project
How green can YOU be???
Use the information on the 100 th Anniversary section of the council Web site
www.girlscoutshcc.org as a guide to determine if you would like to participate in an
environmental action project as a troop/group or as an individual. You can also decide what
type of project/s you would like to do. We are asking you to advocate for greener community
areas – the rest is up to you and your passions and interests! There are a variety of
environmental Focus Areas to choose from, including water use, energy efficiency, waste
management, green spaces and air quality. See the following information more exploration of
the focus areas, as well as specific project ideas. That list is only the beginning – you are free to
create your own project to suit the needs of your community.
According to surveys conducted by GSUSA, the environment is an incredibly important issue to
Girl Scouts. We are thrilled about this opportunity because we know that the Girl Scouts
Forever Green Community Action Project will bring about lasting, sustainable, girl‐led change!
It is also an excellent vehicle to showcase the Girl Scout Leadership Experience. At each grade
level, Forever Green will give girls opportunities to explore the Girls Scouts’ three keys to
leadership—Discover, Connect, and Take Action.
Girls will first Discover themselves and their values by seeking challenges in the world related to
the environment. This means they will, appropriate to their grade level, learn and explore new
skills and ideas, and set challenging goals for themselves.
As girls assess the needs of their community with regard to environmental issues and then
pursue a specific project, they will naturally Connect—care about, inspire, and team with others
locally and globally. Specifically, they will promote cooperation and teamwork, and feel
connected to their communities, locally and globally. As girls reach out to Girl Scout alumnae,
parents, businesses, and other community and government leaders through their projects, they
will also advance diversity in a multicultural world.
Through their chosen projects, girls will Take Action to make the world a better place. How?
They will be resourceful problem solvers, advocating for themselves and others. They will also
educate and inspire others, in ways that aim for sustainable change. As the girls present their
findings to their family, friends, and community partners, their advocacy efforts may influence
community practices and policies. They will feel empowered to make a difference in the world.
2

Who is eligible to participate?
Any Girl Scout Troop, Juliette or individual girl registered in Girl Scouts Heart of Central
California.
3

Climate Change and Global Warming 101
In 1970, the very first Earth Day was held. The purpose of this new event was not only to
celebrate but to also advocate and promote better stewardship of our planet. Now, as the 40 th
anniversary of Earth Day approaches, the environmental movement has grown from a small
event to a global issue. From celebrities to politicians to everyday people, the environment is an
issue all the inhabitants of this planet care about. And all of us are looking for a way to help.
Earth Day is March 26, 2011. See the program calendar for details on how you can celebrate
Earth Day in your neighborhood, www. girlscoutshcc.org.
Before we dive into what we can do, let’s do a little background on climate change, global
warming and the related terminology. Information and graphic courtesy of
www.epa.gov/climatechange/kids
Weather:
Weather is considered a short‐term condition. It changes in many places season to season,
week by week, and day to day.
Climate:
Climate is different from weather because it is a long‐term condition. An area’s climate
describes regional trends over many years and includes factors such as long‐term rainfall, wind
patterns, sun intensity, and temperature.
Climate Change:
Climate change is a variation in the long‐term weather patterns. Scientists believe climate
change over the last century can be attributed to global warming.
Global Warming:
Global warming is the process by which the Earth’s average surface, air, and ocean
temperatures rise due to increasing amounts of greenhouse gases, which in turn causes
changes in climate. This may include rainfall patterns, a rise in sea level, and a wide range of
impacts on plants, wildlife, and humans.
Greenhouse Gases/Greenhouse Effect:
Some gases in the atmosphere trap the sun’s energy and cause the greenhouse effect. The five
major greenhouse gases are water vapor, carbon dioxide, methane, nitrous oxide, and ozone.
The greenhouse effect is important. Without the greenhouse effect, the Earth would not be
warm enough for humans to live. But if the greenhouse effect becomes stronger, it could make
the Earth warmer than usual. Even a little extra warming may cause problems for humans,
plants, and animals.
4

It may seem hard to believe that people can actually change the Earth’s climate. But scientists
think that the things people do that send greenhouse gases into the air are making our planet
warmer.
The cars we drive, the way we heat our houses, cook our food and what products we buy all
have an impact on the atmosphere. Knowing people are the cause is cause for hope. Girl
Scouts have a big role to play by committing to personal actions and behaviors, and by
advocating for sound decision making to bring about climate change solutions. Environmental
sustainability, alternative transportation, reducing, reusing, recycling, composting, energy
efficiency, renewable energy, carbon capture and storage, and responsible consumerism are
some of the many ways Girl Scouts, can work together to curb global warming and climate
change. It may sound daunting, but all it really takes is commitment. And commitment comes
from knowledge.
The following pages provide information on the five focus areas of our Girl Scouts Forever
Green Community Action Project:
Breathe (indoor and outdoor air
quality)
Don’t Just Throw it Away!
WOW – Water Conservation
Energy Conservation
Tree Planting and Environmental Action
Each section is designed to help you learn about each focus area, how it occurs and possible
projects that can be a solution. But, don’t stop there. Research and learn all you can about the
science and impact global warming and climate change is having on our planet. There are
many online resources available where you can learn more about global warming, climate
change and our focus areas. Several are included at the end of each focus area section. These
resources can provide you with information, activities and ideas on how you can make a
difference on the environment. We encourage all girls to utilize these and other resources to
increase their knowledge and become a better advocate for their project.
We also have included information on how to develop an impactful project by examining your
community and how to connect with your community to increase your impact!
5

AIR
Students spend six to seven hours every day breathing the air in school. According to the U.S.
General Accounting Office, nearly 15,000 schools have air that is unfit to breathe. Improving the
air quality in and around your school improves your ability to breathe easy. Many schools have
poorer air quality than office buildings due to chalk, bus idling, and lack of green space. Because
poor air quality leads to asthma, allergies, and other illness, improving air quality is critical for
the one in five people in the United States who spend their day in a school building. Household
cleaners, pesticides, building materials, asbestos, fragrances, room deodorizers, and radon are
all common sources of indoor air pollution. Outdoor air pollution from vehicles and industries are
also damaging to human health and the natural environment. Improving air quality is a good
way to prevent illness and improve the overall health and productivity of students.
1. Indoor Air Quality
Goals
How?
• Cleaner indoor air
• Reduced asthma and allergies
Project Examples Measure Your Project’s Impact
Research the benefits of using green cleaning
products. Talk to family and friends about
using these products.
Educate people about the importance of
clean indoor air in reducing allergies
and asthma.
Number of family and friends trained each year
on green cleaning products.
Number of people educated about clean air
6

2. Outdoor Air Quality
Goals
How?
• Increased carpooling
• More trees
• Cleaner outdoor air
• Reduced school bus idling
Project Examples Measure Your Project’s Impact
Assess transportation patterns and encourage mass
transit, carpooling, and bicycling.
Campaign to turn off the engine of school buses and
cars when unloading/loading at school and/or
community areas.
Decrease in number of vehicles coming
to and from school or other place in the
community each day
Decrease in number of minutes spent
idling
Plant native shrubs and trees. Number of new shrubs and trees planted
Increase in number of different plant and
animal species
7

Resources
www.epa.gov/iaq/schools: Tools and suggestions for improving air qualities within school
buildings. There are resources about mold, caulk, and asthma. Within the Improve Air Quality
“action kit” there are documents that give specific steps to improve air quality in projects that
are based in schools.
www.epa.gov/cleanschoolbus: Clean School Bus USA is a program aimed at reducing children’s
exposure to exhaust. This Web site has links to the national campaign to reduce bus idling, as
well as outreach materials for the campaign.
www.greenseal.org: The Green Seal is a nonprofit organization that sets environmental
standards for products. This organization evaluates products’ compliance with standards and
also enables consumers to see what products are Green Seal certified.
www.greenguard.org: The Greenguard Environmental Institute certifies satisfactory indoor air
quality in buildings, schools, and construction sites. The resources include information about
why indoor air quality is so important and links to articles that stress the importance of good
indoor air quality in schools.
www.airwatchnorthwest.org: Resources for outdoor burning programs and anti‐idling
programs, including tips on how to reach out to schools and bus drivers. There are templates
for letters that parents, students, and school officials can sign to make a pledge.
www.earthday.net/noidling: The No Idling Campaign through the Earth Day Network is a great
resource for Girl Scouts when conducting projects. There are also other helpful resources on
the Earth Day Network Web site such as links to community campaigns and educational
programs.
www.earthforce.org/content/article/detail/1556: Earth Force has a long article about air quality
including lists of air quality pollutants, an air pollution history timeline, and details about
federal laws pertaining to air quality.
8

WASTE MANAGEMENT
Each one of us throws away approximately 4.6 pounds of waste per day! That means each week
you throw away enough trash to equal more than 60 boxes of Thin Mints. We need to make
good decisions in our daily consumption patterns and teach others about reducing, reusing, and
recycling, which are daily actions that make a big difference in how much waste we produce and
how quickly we use the space in landfills. Composting helps clean up contaminated soil, prevent
pollution, and create more space in landfills. Reusing consumer goods means that fewer new
products need to be produced, thus saving energy. Helping to manage waste can also serve as a
money earning activity for your project.
1. Reduce
Goals
• Reduced greenhouse gases
How?
• Reduced purchase of food containers and reduced waste
Project Examples Measure Your Project’s Impact
Reduce quantities of disposable food and drink
containers consumed.
Reduce waste of weekly junk mail (for example,
join the Catalog Canceling Challenge and contact
mail sources).
Reduce waste of bathroom supplies (for example,
install hand driers in bathrooms).
Print paper double‐sided (for example, adjust
printer default for automatic double‐sided
printing).
Educate and advocate for reduced consumption of
goods.
Decrease the amount of trash produced (for
example, encourage others to recycle, reuse, and
donate items and to buy items in minimal
packaging).
Reduced weight of weekly or monthly
purchases of food containers
Reduced weight of weekly junk mail
and bathroom supplies
Reduced weight of paper purchased
per month
Number of people educated about
waste management
Decrease in weight of trash sent to
landfill per week
9

2. Reuse and Recycle
Goals
How?
• Decreased volume of waste and less impact on local resources and landfill space
• More recycled aluminum cans, plastic, newspaper, paper, and electronics
Project Examples Measure Your Project’s Impact
Donate usable items—sporting goods, food,
electronics, clothing, books, and furniture.
Form a waste exchange to trade unwanted
consumer goods.
Start a compost program in your school, home, or
community (check state regulations first).
Reuse paper
o Place trays or boxes for paper used on one
side for others to reuse before recycling.
o Make notebooks by binding papers used on
one side with cereal boxes.
Weight of usable items donated
Weight of items that are composted
Reduced weight of paper purchased
Educate people about benefits of recycling. Number of people educated about recycling
Talk to your school administrators about
starting/promoting recycling programs and
install recycling bins in visible and convenient
locations (for example, paper, cardboard,
plastic, glass, aluminum cans, e‐waste, Capri
Sun pouches, snack wrappers).
Increase use of reusable water bottles by educating
people about the benefits of reusing rather than
throwing away.
Talk to your school or community administrators
about planning a Waste Reduction Week where
events occur on themes days (for example, Monday is
Reduction Day, Tuesday is Compost Day, Wednesday
is Zero Garbage Day, Thursday is Conservation Day,
Friday is Reuse or Exchange Day and tie to national
environmental events.
Weight of items that are recycled—paper,
aluminum, plastic, cell phones, e‐waste, and
other products
Number of people educated about water
bottle waste
Refer to metrics for each specific activity
10

Resources
www.greenschoolproject.com: This is a cartridge‐ and cell‐phone recycling program that
partners with schools to promote recycling. There are also lesson plans and printable
worksheets on the Web site.
http://www.therecyclingguy.com: Program for recycling cell phones and other electronics in a
safe way that benefits schools and charities financially.
www.nikegamechangers.com/earth: Nike’s Reuse‐A‐Shoe program reuses shoes to construct
playgrounds and athletic facilities. Troops or councils can apply to host a shoe drive in their
community.
www.stopjunkmail.org: Ways to reduce junk mail and remove your name from mailings. This
Web site has templates for letters that you can write to catalogs and credit card offers to
reduce junk mail.
www.crirecylingink.com: CRI Recycling buys e‐waste including ink cartridges, cell phones, and
ink jets that it then recycles.
www.nationalgreenweek.org and www.eeweek.org: Information about two national
environmental weeks aimed at schools and communities and how to make them greener. Girl
Scout projects can be featured on the Web sites. There are also videos, facts, and resources
about the environment and waste.
www.terracycle.net: Resource for upcycling Capri Sun pouches and other drink pouches as well
as energy bar wrappers. These unrecyclable products are made into new products such as
purses and pencil cases. Candy wrappers and snack wrappers can also be upcycled!
www.thinkgreen.com: Waste Management’s Web site helps educate people about the
recycling process in a simplified and interesting way. Learn how waste is transformed to energy
and how aluminum cans are recycled.
www.howtocompost.org: A complete source of composting information and articles for
beginners to experts, including educational resources for composting in schools, at home and in
communities.
www.freecycle.org: A grassroots nonprofit movement of people who are giving (and getting)
items for free in their own towns, in an effort to reuse and keep items out of landfills.
www.newdream.org: The Center for a New American Dream’s web site provides resources that
helps Americans consume responsibly to protect the environment, enhance quality of life, and
promote social justice. It includes a “green schools” section and highlights reusable water bottle
efforts.
11

www.catalogcancelingchallenge.com: The Catalog Canceling Challenge is a youth effort to
cancel unwanted sales catalogs.
www.kab.org: Keep America Beautiful is an organization that combines environmental
education with hands‐on stewardship. This Web site provides a network for action projects and
gives project suggestions.
www.farmtoschool.org: Farm to Schools is a non‐profit organization that brings healthy local
foods into schools and educates students about food, and how it travels from farm to fork.
Learn about starting a farm to school program in your own school.
12

WATER
Each person uses 150 gallons of water a day on average. This translates into roughly 55,000
gallons used per person every year. In a class of 25 students, the students use enough water
each year to fill 2 Olympic‐sized swimming pools! If water consumption is reduced, that means
that there is more clean water for wildlife and you in the future. Two‐thirds of your body is
nothing but water, which means that we don’t just use water, we are water! There is a finite
amount of water on Earth, so we need to conserve clean water for future generations. Water
can be recycled from cooling systems and irrigation systems and used more efficiently in
buildings by using low‐flow shower heads and fixing leaky toilets. Promoting awareness of
water consumption also help decrease water usage.
1. Improve water quality
Goal
How?
• Improved particulate count
Project Examples Measure Your Project’s Impact
Remove garbage and other waste from local
lakes, rivers, or streams.
Implement a plan to improve water quality by
focusing on education and advocacy.
Plant native shrubs and trees around water body
to prevent erosion.
Sand dune restoration.
Weight of trash collected and removed
from body of water
Number of people educated
Number of new plants, shrubs, and trees
Number of square feet improved
Increase in number of different plant and
animal species
13

2. Conserve water inside and outside of buildings
Goals
How?
• Reduced water consumption
• Reduced impact of water on municipality for water treatment
Project Examples Measure Your Project’s Impact
Campaign for people to reduce their shower
time.
Educate people about ways to reduce water
consumption and pledge to reduce
consumption.
Replace shower heads, toilets, and faucets with
low‐flow models.
Irrigation controls, *xeriscaping of home front
and back yards, and plant trees and native plants.
*Xeriscape is a method of landscaping that
promotes water conservation. It combines 7 basic
landscaping principles: plan and design, soil
amendment, efficient irrigation, appropriate plant
and zone selection, mulch, alternative turf, and
maintenance.
Campaign and help school officials install plants
that do not need lots of water.
Total number of minutes by which shower
time was reduced x 2.5 gallons per minute =
reduction in total number of gallons of water
Number of people educated
Number of people who pledge to reduce
their water consumption practices
Reduction in number of gallons of water used
Reduction in number of gallons of water used
Number of new plants, shrubs, and trees
Increase in number of different plant and
animal species
Number of new native plants, shrubs, and
trees
Build a rain garden. Number of square feet in garden
Number of new plants
Increase in number of different plant and
animal species
14

Resources
www.girlscouts.org/program/gs_central/insignia/online/participation_patches/water_drop/ ‐ Water
Drop Patch Project: A program resource, co‐produced by GSUSA and the EPA, that teaches Girl
Scouts about water quality and how to take action in their communities to protect and restore local
water resources. Guidance on constructing rain gardens on school properties is included.
www.epa.gov/safewater: The EPA has resources about water pollution, instructions on how to build
rain gardens, and information about local water sources. This Web site includes links to publications
about water conservation and ideas for promoting water efficiency.
www.epa.gov/watersense/index.htm: Water Sense is an EPA partnership voluntary labeling
program that offers consumers a simple way to make product choices that use less water with no
sacrifice to quality or product performance.
www.worldwatermonitoringday.org: World Water Monitoring Day is an international effort to
improve water quality. There are test kits available to test the quality of local water sources.
www.wateruseitwisely.com/100‐ways‐to‐conserve/index.php: This Web site lists 100 ways to
conserve water. One of these tips may spark a project idea.
www.nwwater.com: The North Wales Water Authority provides information and facts about water
and ideas for kids on how to conserve water. This Web site includes interactive games for kids about
saving water and resources to teach children about water conservation.
www.wetcity.org/resources.htm: Water Watchers: Conserving Water at Your School and Home,
school water audit and conservation handbook, helps educators mentor a student‐driven audit of
water use at school and in their homes. Lessons in the guide are arranged to lead students from
awareness of basic water conservation issues to responsible action and stewardship of their water
environment.
www.projectwet.org: According to this Web site, “the mission of Project WET is to reach children,
parents, educators, and communities of the world with water education.” There are numerous
resources about water and water sources.
www.bewaterwise.com: Tips for water conservation, drought resistant landscape ideas, and gardening guide.
www.water.ca.gov/wateruseefficiency: Information about water conservation from landscaping, leak detection,
irrigation and more.
www.cuwcc.org: This non‐profit is a partnership of water suppliers, environmental groups, and others interested
in conserving California’s greatest natural resources, WATER.
15

ENERGY
Non‐renewable energy sources, such as oil and coal pollute the environment. Because air quality
and health of people are severely impacted by non‐renewable energy sources, it is important to
minimize the use of non‐renewable energy sources. Support usage of less energy in general and
the use of renewable energy when possible. Renewable energy sources, such as solar and wind
power, are cleaner and are replenished in a short period of time. The limitation
of renewable energy sources is that they rely on weather and may not be consistently available.
1. Energy Conservation—Buildings
Goals
How?
• Reduced energy usage
Project Examples Measure Your Project’s Impact
Create a project designed to reduce energy use at
home and/or school (for example, use more energy
efficient lighting and equipment, make small reminder
signs to post near light switches and computers that
say “turn off the lights” or “turn off the computer”).
Work with your local power company to create a
project to collect florescent light bulbs and exchange
them for CFL bulbs
Educate people about energy usage and alternative
and how to reduce their energy usage.
Advocate for long‐term budgets to include solar panels
or wind turbines.
Decrease in energy use (kWh, BTUs,
etc.)
____________________________
Number of light bulbs recycled and
number of people educated about
energy use
____________________________
Number of people educated about
energy usage
Increase in amount of renewable
energy used (kWh, BTUs, etc.)
16

2. Energy Conservation—Transportation
Goals
How?
• More carpooling and bicycling
• Less fuel used by school buses and cars
• Lowered use of energy
Project Examples Measure Your Project’s Impact
Implement plan for conserving energy by changing
transportation patterns.
o Bike racks and bike paths
o Carpooling program
o Walking school buses
Educate about alternative fuels and campaign to
reduce energy usage, and/or ask people to sign a
pledge to reduce their energy consumption.
Plant trees and shrubs strategically to reduce heating
and cooling costs.
Educate people in the community about green vehicles
which have higher than average mileage and produce
fewer emissions.
Decrease in number of vehicles
coming to and from school or other
place in community each day
Number of people who are educated
about reducing energy
Number of people who sign a pledge
to reduce their energy consumption
Number of new plants, shrubs, and
trees
Number of square feet of new or
improved green space
Increase in number of different plant
and animal species
Number of people educated about
greener vehicles
17

Resources
www.southface.org: South Face focuses on energy sustainability projects. Resources include
designs for green buildings.
www.energystar.gov/powermanagement: Energy Star standards require that electronics use
less energy than federal efficiency standards. Councils can join campaigns to reduce energy
consumed by refrigerators, telephones, and computers.
www.usgbc.org: U.S. Green Building Council provides information about greening buildings and
LEED certification. There is a link to Build Green Schools.
www1.eere.energy.gov/buildings/energysmartschools: Schools are a great place to teach
children about energy and the environment. This Web site includes suggestions on designing
and building green schools.
www.consumerenergycenter.org: Includes energy tips for schools, information about
renewable energy, and transportation tips to reduce energy consumption.
www.kidwind.org/lessons/teachers.html: Resources for teaching girls about renewable energy
sources.
www.windpoweringamerica.gov/schools.asp: Information about wind power in schools. This
Web site also provides links for interactive activities and other resources about wind power.
www.epeat.net: EPEAT helps consumers choose electronic products (computers) based on their
environmental characteristics.
www.focusthenation.org: Focus the Nation is a national teach‐in and policy agenda with a
campaign to promote the civic engagement of youth.
www.greenroofs.com: A resource portal for green roofs.
www.fueleconomy.gov: The United States Department of Energy gives tips on vehicle energy
usage and how to drive more efficiently.
www.epa.gov/greenvehicles: The EPA’s guide to Green Vehicles help people chose fuel‐efficient
vehicles to meet their needs. This information can serve as the basis of an educational session
in the community.
www.emoregon.org/pdfs/OIPL/OIPL_Kill_A_Watt_fact_sheet.pdf: This is a PDF file about how
to use a Kil A Watt to save energy.
www.energy.ca.gov: This Web site provides information about energy saving projects in California and
ways to save energy in your home, school or business.
www.smud.org/community&environment: Information about green buildings, shade trees and light bulb
recycling programs
18

TREE PLANTING
AND
ENVIRONMENTAL ACTION
When environment‐based education was integrated into academic programs, test scores in
reading, math, science, and social studies all improved, according to a study conducted in 2000
by the National Environmental Education & Training Foundation. In addition, green spaces are
an important asset to communities. Trees and other plants offer a beautiful, natural place for
humans to relax and a habitat for a variety of animals and other organisms. They also provide a
space for gathering, preserving the environment, and working together as part of a healthy
lifestyle. As few as 20 trees can offset the pollution from a car driven 60 miles per day. Trees
also produce oxygen—the amount of oxygen produced by an acre of trees per year equals the
amount consumed by 18 people annually.
Create green space and improve existing green space
Goals
How?
• Increased square footage of usable green space
• Increased number of student‐hours of green space use
• Increased species diversity
Project Examples Measure Your Project’s Impact
Work with a local nursery to find out which
plants grow best in your area. Plant native
trees, shrubs, and flowers.
Educate your community members about
the benefits of creating and preserving green
space.
Number of new plants, shrubs, and trees
Number of square feet of new or improved
green space
Increase in number of different plant and
animal species
Number of people educated about the
benefits of improving and maintaining green
space
New practices or policy changes made as a
result of educating community members
19

Start community or school vegetable
gardens.
Clean up trash in a local park or green
space at your school.
Develop a partnership with your nearest
county, state or federal land management
agency to clean up a trail or improve the
usability of a trail by spreading mulch or
woodchips over the trail.
Work with schools to plan activities that
integrate curricula and green space.
Develop and implement a National Trails Day
or National Public Lands Day project.
Create a tree planting event at a local
park.
Number of square feet of new green space
Increase in number of different plant and
animal species
Volume of trash collected
Number of square feet of green space
improved
Increase in number of student‐hours of green
space use
Number of square feet of green space
improved.
Number of square feet of green space
improved.
21

Resources
www.mercedriverwatershed.org: Non‐profit who work with individuals and organizations to
protect and enhance the natural, economic and cultural resources of the Watershed.
www.epa.gov/greenscapes: Suggestions for cost‐efficient and environmentally friendly
landscaping solutions. This Web site addresses composting, plants, green buildings and
landscapes, and recycling.
www.erthnxt.org/programs/trees21.html: This is an educational and tree‐planting toolkit. This
Web site suggests science‐based activities for children ages 6–18 that reinforce the value of
stewardship.
www.edibleschoolyard.org: Edible School Yard is an example of an organic school garden in
California. This Web site includes plans for gardens, recipes, and links to other Web sites about
locally grown foods.
www.slowfoodusa.org/index.php/programs/details/in_schools: Slow Food USA has examples of
projects that meet community needs, such as cooking classes and school trips to local farms.
www.lifelab.org: Life Lab gives tips for planting a school garden and has publications about
school gardens.
www.kidsgardening.org: Classroom project ideas, resource directory, and grant opportunities
for kids’ gardens in the community.
www.happeninhabitats.pwnet.org: This Web site is a great resource for learning about habitats
and plants and includes suggested activities that are appropriate for elementary school–aged Girl
Scouts.
www.eeweek.org/resources/garden_curricula: The National Environmental Education Week
Web site offers lesson plans about gardening and green space for each grade level of Girl
Scouting.
www.sactree.org: This non‐profit organization has a goal of planting 5 million trees in the next 15
years and are partnering with our council to accomplish this goal. Check out their Web site and
volunteer.
www.treemodesto.org: Non‐profit dedicated to the development and protection of rural and
urban forests in greater Modesto area.
www.californiareleaf.org: Non‐profit whose mission is to empower grassroots efforts and build
partnerships that preserve, protect, and enhance California’s urban and community forests.
www.americanforest.org/global_releaf: Works with local partners to restore forest ecosystems.
www.publiclandsday.org: NPLD is the nation’s largest hands‐on volunteer effort to improve and
enhance the public lands Americans enjoy. Join us for the next NLPD on September 24, 2011.
www.americanhiking.org: American Hiking Society’s signature trail awareness program, National
Trails Day (NTD), inspires the public and trail enthusiasts nationwide to seek out their favorite
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trails to discover, learn about, and celebrate trails while participating in educational exhibits, trail
dedications, etc. Join locally for the next National Trails Day, Saturday, June 4, 2011.
www.treepartnerfoundation.org: To preserve and enhance the urban forest of the Central Valley.
Friends of Trees of Nevada County: Non‐profit focused on the importance of trees, education
about proper planting and maintenance of trees. Contact ellensol@succeed.net for more
information.
www.placertree.org: To increase public awareness of trees in the Placer County area, and to
educate and assist the public in appropriate tree selection.
www.rosevilletrees.org: To promote a healthy and perpetual urban forest in the Roseville area
with education, tree planting and stewardship. Organization sponsors a variety of tree planting
activities.
www.caltrees.org: To support partners California communities involved in environmental
education and concerned about their natural communities, especially forests.
www.treedavis.org: Mission is to enhance and expand the City of Davis urban forest by inspiring
people to plant and care for trees. Organization sponsors a variety of tree planting activities.
www.woodlandtree.org: Dedicated to improving Woodland through the planting of trees.
Organization sponsors a variety of tree planting activities.
Additional Online Resources
www.epa.gov/kids: The Environmental Protection Agency provides a great resource about
natural resources, animals, and the environment. Certain information and Web site links (such
as the links to virtual experiments) are geared toward younger girls, while other information
and links to scholarships and career ideas are appropriate for older girls.
www.sustainablesites.org: Sustainable Sites explains why sustainability is important by focusing
on the ecosystem. The Web site includes descriptions of case studies of successful sustainability
projects. The Orange County Great Park case study in California summarizes community
participation, performance goals, and lessons learned from designing an environmentally
sustainable park.
www.buildgreenschools.org: Build Green Schools provides information about green schools
including LEED standards. There are resources including power points and videos about
recycling, school‐wide environmental projects, and energy‐efficiency strategies. Other
resources focus on K‐12 environmental education.
www.loe.org/series/NCPHS: Producing radio shows about the environment is a fun project for
older girls who can partner with a local radio station. Living on Earth is an independent
environmental radio station, and its Web site offers links and examples of shows produced by
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students.
www.bioneers.org/education: Bioneers Education Community gives examples of successful
environmental education projects that create positive change.
www.greenschoolsalliance.org/students/75ways.html: The Green School Alliance’s 75 Things
You Can Do To Stop Global Warming is a great list of suggestions for living more sustainably
that can inspire project ideas.
www.nrdc.org: Natural Resources Defense Council has articles about current environmental
issues, information on legislative policies, and resources for green living.
www.sierraclub.org/education: Write about nature in the Sierra Club’s Words for Wilderness
around the World project. There are links to educational organizations, environmental
education resources, and information about youth awards.
www.ase.org: The Alliance to Save Energy posts exciting news about the environment and
relevant legislation. There is a link to the Green Schools Program that outlines ways to make
schools more energy efficient.
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www.gogreeninitiative.org: Go Green Schools is a network for schools to help promote
stewardship in their communities. There are also resources for schools such as recommended
worms for composts. This Web site also has an article titled, “Why Go Green” that explains the
environmental, financial, and social benefits of living more sustainably.
www.plt.org: Project Learning Tree is a Web site that helps students to learn “how to think, not
what to think, about the environment.” This Web site has many helpful resources and
information about each of the focus areas. There are also surveys about resource usage (such
as water usage) so that girls can assess how much is being used and how usage can be reduced.
www.earthsky.org: Earth Sky is a partner with Project Learning Tree. This Web site features
downloadable podcasts that provide information about the environment and science.
www.nwf.org/wildlife: The National Wildlife Federation helps protect wildlife and promotes
sustainability for the future. This Web site provides information about animals and how the
focus areas connect to animal welfare and survival. For example, there is an article about eagles
and mercury pollution that may inform and inspire projects goals to protect wildlife.
www.eco‐schoolsusa.org: Eco‐Schools USA is a part of the National Wildlife Federation and
plans to launch its program in September 2009. This program helps schools become more
sustainable and green.
www.myfootprint.org: Individuals can calculate their carbon footprint by entering information
such as number of people in household, size of household, number of miles traveled annually,
and types of energy sources used.
www.eo.ucar.edu/kids/green/index.htm: Kid’s Crossing: Living in the Greenhouse, University
Corporation for Atmospheric Research, provides kids with general scientific information about
climate change and the environment
www.howgreenismytown.org: How Green is my Town? provides information about climate
change, sustainability, and environmental health at the local level.
www.greeneducationfoundation.org: The Green Education Foundation is a nonprofit
organization that strives to promote and enhance environmental education in schools. This
foundation helps mobilize communities through National Green Week, Green Thumb
Challenge, I Play Green Campaign, and other programs and campaigns.
www.cnn.com/SPECIALS/2009/solutions: The CNN Web site has videos about solutions to
environmental issues such as playgrounds made from recycled materials like milk jugs, tires,
and sneakers.
www.audubon.org: The National Audubon Center Web site provides environmental news and
education. With more than 500 chapters around the country, this organization can create
effective local connections for councils.
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http://www.epa.gov/adopt/linkinggirls/contacts.html:This is a contact list of the Linking Girls
to the Land federal natural resources and associated partners that may serve as potential
partners for Girl Scouts Forever Green projects. These agencies collaborate with Girl Scouts at
the national and local levels to connect girls to nature, wildlife and the outdoors and
empower girls to take action through projects focused on environmental education, outdoor
skills development, career exploration and service.
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Girl Scout Leadership Journeys
Linking the Girl Scouts Forever Green—Community Action Project to Journeys
Journeys are the core national Girl Scout program to be integrated in the development of the
Girl Scouts Forever Green—Community Action Project.
How Are Journeys Integrated with the Girl Scouts Forever Green—Community Action Project?
Dig into the journey books! Councils should use the journeys and their take action foundation
as the core program content for the Community Action Project. Community Action Project
planning can be integrated into journey activities.
GSUSA provides support and encourages information sharing of successful strategies through
one‐on‐one and group conference calls with councils, webinars, and the Basecamp Web site for
the Girl Scouts Forever Green—Community Action Project pilot councils. Tips for using the
journeys are available on the journeys page of the GSUSA Web site at
www.girlscouts.org/program/journeys.
The It’s Your Planet—Love It! Planning Preview guide also serves as an excellent resource for:
• Communicating intended leadership benefits for girls to volunteers, parents, and
community partners.
• Continuing to inform volunteers about how activities and Girl Scout processes work
together to achieve Girl Scout leadership outcomes.
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Girl Scout Brownie Try‐Its
Girl Scout Badges
These activities teach girls about the environment and help them prepare for their community
action projects. This list represents a sample of environmental activities from Try‐Its for
Brownie Girl Scouts.
Air
Waste
Management
Water Energy
Green Space
Make it, Eat it Green Thumb
Sports and
Games
Earth and Sky
Earth is Our
Home
Sky
Watching
Clean and
Green
Project Recycle
Bicycling
Stop a
Draft
Cooking
with the
Sun
Going, Going,
Gone
Can you Dig it?
Earth’s Caretakers
Eco‐Explorer Helping Wildlife
Water
Everywhere
Be a Water
Saver
Water
Explorer
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Girl Scout Junior Badges
These badge activities will help educate girls about the environment and motivate them to
complete their community action projects. This is only a sample list. You can find other badges
and activities in the Junior Girl Scout Badge Book.
Humans and
Habitats
My Community
Environmental
Health
Earth
Connections
Eco‐Action
Air
Get the
Word Out
(air quality
in schools)
Smoke
Free
Every
Breath
Counts
You “Auto
Know”
Waste
Management
Helping Hands
Earth as an
Ecosystem‐consider
problems with too
much garbage for
landfills
Trashy Art
Paper Rules
Water Energy
Take a Trip (to
the local
wastewater
treatment)
Water Water
Everywhere
Goin’ Fishing
Every Drop
Counts
Outdoor Cook Test the
Waters
What’s
Watt
Cook It
Green
Space
Take a Look
Around You
Make a
Food Map
Farmers
Around the
World
Make It
Beautiful
Get the
Lead Out
Adapt or
Perish
Observing
Change
Plant a Tree
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Air
Waste
Management
Outdoor Fun Clean Up
Outdoors in the
City
Protect the
Environment
Water Energy
Water Fun Precious Water
Your Outdoor
Surroundings
Creative
Solutions
Local, National, and
Global Problem
Solving
(ie: pollution)
Oil Up How Does an Oil
Spill Affect the
Beach?
Come Clean
Look Closely
Build a
Fire
Cook
with City
Sun
Ten?
Twenty?
Green
Space
A City
Garden
Tackle a
Community
Service
Project
What does
Minimal
Impact
Mean?
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Girl Scout Cadette, Senior, and Ambassador Interest Projects
Girl can earn several Interest Project awards that focus on the environment. Here are some
Interest Projects that can connect girls to the five environmental focus areas of the community
action project. You can find other badges and activities in Interest Projects for Girls 11–17.
Air
Waste
Management
Water
Energy
Car Sense X X
Home Improvement X X X X X
Travel X X
Understanding Yourself and Others X X X X X
All About Birds X X X X X
Building a Better Future X X X X X
Creative Cooking X
Eco‐Action X X X X X
From Shore to Sea X
Planet Power X
Plant Life X X X
Architecture and Environmental
Design
X X X
Backpacking X X X X X
X
Green
Space
X
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Guidelines for Success
Keep it Simple: Choose a project that can be completed in a 3‐4 month period. Look over the
focus area charts, and choose a topic that you feel passionate about and that you think can be
achieved in a short period of time.
Make Connections: The more people you have participating in this project, the greater chance
of success you have. Who are good people to include in your project? Obvious choices for
connections might be a science class or an environmental club, but who else might want to
help? What are different ways they could be involved?
For the Future: Will your solution fix something for the future or is it a one‐time project this
spring? Are there ways to make sure the solution lasts beyond your effort? Is this a project that
can inspire all members of your community?
As a council we have developed partnerships with many community, county, state and federal
agencies who are excited to work with Girl Scouts on a variety of environmental needs. They
are also happy to hear your ideas and see how they can partner with you in order to complete
your Take Action project.
In the end, participants will not only have made a physical impact on their planet, but also an
impact on themselves and their community. They will have a deeper understanding of how they
make a difference and feel empowered to go out and make the world a better place.
We look forward to seeing how you will make an impact!
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Picking a Project: Community and Causal Mapping
You have explored the focus areas, utilized your resources and now you are ready to make an
impact. But, you do not know where to begin? Trying to focus on just one aspect of such a large
issue can be both intimidating and stressful. Don’t panic. We have included some tools to help you
focus your passion and determine which focus area you can address with your project.
One of the hardest question to answer is “who do I approach”? Communities are not single layer;
they have many different components and aspects that make them unique. The first step you
need to do is to examine your community and what makes is unique.
Community can mean anything; the school you attend, the center you play sports at, the city
you live in. It can also be the state you live in or even a national or global community. The
question you need to ask yourself is “whom do I want to be my community for this project”?
Many of you will say your school or community park or preserve. That is great. If you want to go
larger and think on a city, state or global scale ‐‐‐ go for it! Once you have determined “your”
community, you will create a map. Now this map is not like the ones in textbooks, but a visual
representation of the components of your community. You will need paper to help you with this
process. For example, let’s look at a sample community:
1. Place your community in the middle (green circle)
2. List your community’s parts (blue circles)
3. List your community’s problems, which relate to an environmental issue (pink circles)
4. Pick one problem from those listed to focus on and identify which focus area it falls under.
Community Issue: Too much garbage not being recycled. Focus Area: Don’t Just Throw It Away
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Now that you have identified an issue in your community and its focus area, let’s look at the
causes of this particular issue. This is the second step in to creating a great project.
Causal mapping is another tool, similar to your community mapping tool. However, this map
will focus on your issue. It is designed to help you identify causes for these particular issues,
possible solutions and other members of the community, who may be able to help you.
Sticking with our community example, let’s examine the issue of garbage not being recycled.
You can use the other side or your community map paper to do this process.
1. Place your issues in the middle (Pink circle)
2. List why you think this occurs. What causes the issue? (Tan circles)
3. List what action could you take to help solve one of the causes (Green circles)
4. List who at your community can help you put your solution into action. This can may include family,
friends, community leaders and other organizations. (Yellow circles)
CONGRATULATIONS!!
You just identified your Girl Scouts Forever Green Community Action Project ideas!
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Taking Action: Creating a Sustainable and Lasting Project
Now that you have identified your community, found your issue and identified a project, it is
time to make a difference. But, before you dive in, you need to make sure that your project will
be lasting and have an impact well beyond your actions.
Girl Scouts Forever Green projects are more than just community service projects. They are an
opportunity to make lasting change on an issue you feel passionate about. Sounds very
intimidating, but it is not. Anyone can make lasting change if they chose to make it lasting. One
way to help you and your adult Project Advisors make this lasting change is through the Take
Action Learning Module. The other is connecting with those adults within “your community”
who have the power to support your project and ensure its continuation. Let’s start with the
Take Action Learning Module.
Take Action Learning Module
The Take Action Learning Module is brand new enrichment training from GSUSA. It is designed
to help adult volunteers and those who support volunteers, understand the Take Action
component of the Girl Scout Leadership Experience. The module is specifically designed to
assist volunteers and staff supporting girls in pursuit of their Bronze, Silver, and Gold Awards.
However, it is also a fantastic tool for those working with participants on Girl Scout Forever
Green projects. The following are sections from this module.
Take Action Key: What is it?
The Take Action key and its corresponding outcomes (listed below) help girls become motivated
and excited about making a long term impact in their community. Take Action encourages girls
to think bigger and to address problems in such a way that they do not reoccur. And, perhaps
most important, a girl’s Take Action project changes the world in a meaningful way.
• Girls can identify community needs. In order for girls to start working on their award
projects, they must first find out what the community is in need of. Girls also learn how
to identify the root cause of the issue they choose to address.
• Girls are resourceful problem solvers. Undoubtedly, there will be roadblocks along the
way, which means that girls will need to come up with creative ways to solve the
problems that arise.
• Girls advocate for themselves and others, locally and globally. As they learn about the
issues in their communities and work to solve them, girls stand up for issues they
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elieve in, influence policy, and identify ways to continue their project goals into the
future.
• Girls educate and inspire others to act. By spreading the word about their experiences,
girls educate others about issues that are important to the community and inspire
others to act. This approach cannot help but have a positive effect on their
communities.
• Girls feel empowered to make a difference in the world. Girls develop leadership skills
and use the knowledge they gain through their experiences to improve their
community…and the world!
Overall, when the Take Action key is combined with the three Leadership Processes (“girl‐led”,
cooperative learning and learning by doing), the Take Action projects not only have an impact
on the community, they will have an impact on the participants.
Take Action vs. Community Service Projects
There is difference between Community Service and Take Action project. While both contribute
to the community, Girl Scouts Forever Green projects are looking for a longer, lasting impact
that comes from a Take Action project. The definitions below are to help you determine if your
project is Community Service or Take Action:
Community Service Project:
Community service projects address an immediate need in the community. For example, girls
may organize a book or clothing drive, paint walls to cover up graffiti, or hold a one‐time march
or fair to highlight a community problem. Although these projects address a need in the
community, they do so for only a short period of time.
Take Action Project:
A Take Action project picks up from where a short‐term project leaves off. For example, the
girls organizing the book or clothing drive could make their project a Take Action project by
holding the drive annually and getting a sponsor to advertise and organize it every year. The
girls who painted the walls to cover up graffiti can create a club that travels around the city
painting beautiful murals on buildings that have been defaced. And the girls who held the
march or fair could expand the event to include community artisans and make it an annual
gathering. For each project, girls can publicize and get people in the community to come out
and support. They can even get community leaders involved.
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When girls pursue Take Action projects, they take time to identify and understand the root
cause of the issue they are addressing. Also, in a Take Action project, girls develop the project
to be sustainable and have an impact that is measurable. Because these two words are vague
and difficult to define, we have included definitions below:
• Measurable: The success of the project can be determine based on the number of
people the project helped, the number of people who were involved, any reduction in
the community’s need, and other concrete numbers.
• Sustainable: Girls must make arrangements (such as collaborating with community
leaders and/or organizations; building alliances with mentors) to ensure that the project
creates lasting change and is not a one‐time event.
The table below is a great resource for you when determining what Take Action can do for the
community and the roles for participants.
For girls:
• Empower girls
• Open their eyes to a bigger world
• Own their projects; raise the quality of projects
• Inspire others
• Know they can make a difference
• Increase their self‐esteem
• Gain exposure to others and their viewpoints
• Improve leadership skills
• Develop life skills
• Develop collaboration skills
• Develop problem‐solving skills; troubleshoot
Girl’s role:
• Hear the Take Action message; take
responsibility for the quality of her project
• Take advantage of grade‐level‐appropriate
learning opportunities
• Ask for help when needed
• Be willing to make mistakes
• Support her peers
• Take healthy risks and think outside the box
• Educate herself and others on current issues
(global and personal)
• Use modern tools
• Practice public speaking
• Approach people for help or information
• Define what leadership means to her
• Use her adult resources to help strengthen
projects
• Define the Promise and Law for herself
What Take Action Can Do
For volunteers:
• Improve facilitation skills
• Increase self‐confidence
• Create richer experience when interacting with girls
• Increase retention of volunteers
• Empower volunteers
• See value of their time investment
• Find their niche
• Strengthen bonds between girls and adults
• Deepen knowledge of community
• Create sense of accomplishment
Definition of Roles
Volunteer’s role:
• Be open to change and present the changes positively
• Expect quality Take Action projects
• Let the girl lead
• Learn with the girls; accept help
• Value girls; encourage them; celebrate success; learn from mistakes
• Share the girls’ stories; teach girls to be proud of their successes
• Stay up‐to‐date with resources
• Know who to go to for help in the community and GS
• Attend Take Action Learning Module
• Recruit more volunteers
• Know her own style of leadership
• Work as a team
• Remember the Promise and Law
• Be an advocate for girls; help girls be advocates for themselves
• Communicate with girls and adults
• Help girls evaluate and measure progress
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For more in‐depth training on the Take Action Learning Module, please check out the council
Web site www.girlscoutshcc.org to see when Take Action courses are being offered.
Connecting with Your Community
Your issue is determined, your project clear and you are ready to Take Action. Now, you just
need to connect with those who have the ability to make your plan a reality. From your casual
map exercise, you probably identified a few other groups within “your” community who have
the knowledge, power or guidance you need for your project. These are your Project Advisors.
Generally, these adults are the contact person for the school, organization or “your”
community, which will help you with your project. These are the individuals who will provide
the Letter of Support for your project, provide guidance regarding their capabilities and will
help to ensure your project is sustainable and impactful.
While approaching “your” chosen community may seem very scary and intimidating, it is very
easy. Here are some tips to help. If you need more, contact your service unit liaison or
100@girlscoutshcc.org for additional tips:
1. Contact “Your” Chosen Community:
You have already identified potential contacts through your community and causal maps.
Some of these contacts may be people or organizations. There is a list of community
resources on the 100 th section of the council Web site who are willing and excited to help
you with your project. Email them today and create a partnership in your community.
2. Set up a Meeting:
Oprah Winfrey may set thing in motion with a phone call, but she closes the deal face to
face. Set a time up with your contact to discuss your project. Be sure to be on time and
bring a list of potential questions, including rules, safety, contact info and potential
volunteers. Be prepared to talk about what Girl Scout Forever Green is, what your project is
and what you need from them. It is always a good idea to have an adult with you, but
remember these are “girl‐led” projects. If they agree, be sure to ask them for a Letter of
Support for your project.
3. Communicate:
Now that you have your Project Advisor in place, it is important in this whole process for
you to keep everyone in the information loop. Set up an update schedule (weekly, monthly)
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with all involved parties. This way, you can keep tabs not only on your project progress, but
also the impact your project is making. Also be sure to have current email addresses.
4. Promote and Education:
Be sure to promote your project to your community. This can be friends, family,
schoolmates, other organizations and the media. Girl Scouts Forever Green projects not
only make a physical impact, but an individual impact by helping to advocate for the
environment. We want you to invite others to help you and also educate them on why it is
important to be a better steward of the environment. You can do informational nights for
volunteers or educational workshops for kids. You can also submit a story to your
community media. Your options are endless. Knowledge is power and we want you to share
yours to make the world a better place. If you want to share your story with media, please
contact MarComm@girlscoutshcc.org for assistance.
5. Document:
We want to know what you are doing and about your successful project. When you
complete your project, click here and complete the project form. This is YOUR place to
share your successes and see what other Girl Scouts are doing to make California forever
green. Check back frequently to see the environmental impact Girl Scout Forever Green is
making in Northern California.
Are you ready to be GREEN?
At the beginning of this guide, we asked “how green can you be”? Perhaps you were unsure.
Maybe you felt uneasy about working on a project. Or, maybe you are ready to go out and
make the world a better place. Regardless, you are now ready to go out and make your passion
a reality and really be the change you want to see in the world. There is a Native American
saying, “We do not inherit the earth. We are merely guardians for our children.” Are you ready
to go out and leave the earth better than you found it? After all, that’s what Girl Scouts do.
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