Water Conservation Education Grant Program Application

Program Requirements

Applications must be from a public or private school serving students in grades K-12. Daycare centers
and after-school facilities are not eligible for this program.

The project must be implemented within a service area of an SNWA member agency.

Only one proposal per school, per academic year. Multi-year funding is available.

Project funding must be used to teach water life cycle concepts, efficient water use, sustainable horticulture,
desert landscaping and native urban wildlife habitats.

The project must be completed within one year after award of the grant or monies must be returned to the Southern
Nevada Water Authority (SNWA).

A project status report must be submitted within 60 days after the start of the project and a final report within 60
days after completion, to include receipts for all purchases and work performed. All unspent funds must be
returned to the SNWA.

The SNWA must be allowed to conduct site reviews in conjunction with the status reports, which may include
visits prior to the garden installation and periodic reviews after project completion.

Applicants must submit photos of the proposed project area.

Application must be approved and signed by the school principal.

Application Process

APPLICATIONS ARE ACCEPTED FROM SEPTEMBER 1- NOVEMBER 30.

A committee will evaluate each application based on the requirements and guidelines.

Eligible schools will receive a cash grant of up to 50 percent of the total cost of the project, not to exceed $5000.

Grants will be awarded on a competitive basis and will be subject to the availability of funds. All SNWA
decisions are final.

The SNWA will notify all successful grant applicants 30 days after the deadline.

Questions should be directed to Summer Ortiz at summer.ortiz@snwa.com or 702-862-3736.

Mail submissions to:

Southern Nevada Water Authority
Attn: Conservation Education Grant Program
Mail Stop #110
PO Box 99956
Las Vegas, NV 89193

Application Guidelines
1. GENERAL PROJECT OVERVIEW
a. Project justification/purpose
School gardens are a trend that is becoming increasingly popular across the nation. As a committed group of teachers
and gardening enthusiasts, we are ecstatic that our school, Victoria Fertitta Middle School, is a part of this trend. Our
school garden was built during the 2015-2016 school year, and though it has not even been one full year, we have already
seen the substantial benefits our school garden is providing to our students, fellow teachers, parents and community.
Though we only have qualitative and anecdotal evidence for the benefits of our particular garden, the benefits that school
gardens provide has been well documented in various national studies as well as in other major cities in the United
States.
Sampling just a few of the hundreds of studies on school gardens nationwide, it is clear that students mental and physical
health, behavior, school performance, emotional capacity, and appreciation for the natural world all benefit from
interacting with a school garden. A few examples:

In a comprehensive review of 20 years of literature on school garden programs, 93% of the studies reported
improved student performance in science, 80 percent saw improvement in math and 72 percent noted
improvement in language arts (Williams and Scott Dixon, 2013)
Consumption of fruits and vegetables in childhood leads to higher fruit and vegetable consumption as adults and
can help to prevent or delay chronic disease conditions. (Heimendinger, J. & M. Van Duyn. 1995)
Researchers at University of Illinois report findings that indicate exposure to natural settings in the course of
common after-school and weekend activities may be "widely effective" in reducing attention deficit symptoms
(ADHD) in children.
Children with learning disabilities, who participated in gardening activities, had enhanced nonverbal
communication skills, developed awareness of the advantages of order, learned how to participate in a
cooperative effort, and formed relationships with adults. (Sarver, 1985)
Children's active and passive interaction with plants instills appreciation and respect for nature that lasts into
adulthood. (Lohr, V.I. and C.H. Pearson-Mims. 2005)

Thus, with so many social issues present among our younger generations today (examples: The average American child
spends, on average, four to seven minutes each day playing outside. (Hofferth, Sandberg, 1999), The average American
child spends an average of eight hours per day in front of some kind of electronic screen. (Kaiser Family Foundation,
2010), 30% of American children between the ages of 2-19 are overweight or obese., The number of Americans with
diabetes skyrocketed over the last 15 years, as diabetes cases rose by 50 percent or more in 42 different states and by
100 percent or more in 18 states during that time period), we believe that our school garden has proven to, and will
continue, to help reduce these issues and subsequently promote positive values and behaviors in our students, teachers
and family that will not only benefit themselves but our Las Vegas community as a whole.
At Victoria Fertitta Middle School we pride ourselves on offering our students diverse opportunities to grow
and learn. A school garden provides us way to reach many students in a variety of curricular areas and
interests while incorporating and benefitting our Fertitta community. The Victoria Fertitta Middle School
Garden will be named the VICTORIAN GARDEN after our schools generous namesake, Ms. Victoria Fertitta,
who has supported and assisted us in becoming a public school that creates critical thinkers and life-long
learners.

We are applying for this grant because we want to expand our garden program so it can include more students and
teachers at our school as well as improve the quality of learning that takes place in our garden. We want to add more
beds in our garden as well as a whiteboard and benches. We are the first middle school in the Clark County School
District to develop a curriculum that integrates the school garden into science and social studies in a program we call
Explorations. The program was developed by teacher Reggie Smith. Mr. Smith currently teaches both a sixth grade and
seventh grade gardening elective in addition to being the ELA teacher and basketball coach at VFMS. Reggie used the
5th grade lessons from the Outdoor Garden Classroom STEAM curriculum and combined these lessons with another
curriculum called Nourish which is health and nutrition focused as a basis for the Explorations program. Currently there
are 100 students in the garden exploration classes 5-10 hours per week in the garden. In 2017 we want to expand that
number to 150-200 students. In order to do that we will need to increase the number of garden beds so we can
accommodate more students.

Our vision is to have enough beds so our garden explorations students can each have their own plot in the garden bed for
in-depth learning and more. When this happens, we will be the first middle school in southern Nevada to use an outdoor
garden classroom & curriculum integrated into the instructional school day! We are a pilot for middle schools in southern
Nevada and are working closely with Green Our Planet. As our program evolved Green Our Planet plans to bring our
ideas and curriculum to other middle schools that they work with. We are happy to be a trailblazer for others but we need
help to make our goal a reality.
b. Goals and desired outcome of project
For this project, we would like to expand our current garden and install a whiteboard and benches. Our goal is to add 10
more raised garden beds to our current 8 raised beds, for a total of 18 garden beds. We also want to add in a whiteboard
and benches because we have a gazebo in our garden that is a perfect shaded area for an outdoor classroom. We plan
to install a whiteboard there with benches. We are focusing on these two goals for a few reasons. First, we calculated that
expanding our total beds to 18 will allow each student in a 35 student class to take care of their own subplot within a bed,
allowing for more hands-on and experiential learning. Second, we believe that more beds will encourage more teachers to
use the garden to teach their students. Thirdly, more beds will allow us to hold more frequent and robust farmers markets,
which will help increase student, parent and community awareness and engagement with our garden. Lastly, installing a
whiteboard and benches that will be shaded will help teacher teach lessons outside as well as allow teachers to use the
garden even in hot weather.
c.

Anticipated number of volunteer hours from students, parents, teachers, etc. (before, during and after
the project is completed)

We anticipate the number of volunteer hours from students, parents and teachers to be 100 hours. We are hoping to have
20 volunteers on our Community Build Day. Installing 10 garden beds and 1 white board will take 5 hours. 20 workers x 5
hours = 100 hours total.
d. Project longevity: Anticipated years using this demonstration project
We are excited that the anticipated years using this demonstration project is indefinite. We foresee decades of future
middle school students and teachers able to benefit from this project.
2. CURRICULUM INTEGRATION
a. Describe the educational process and how this project integrates with the following curriculum:
Currently, we are utilizing Green Our Planets Outdoor Garden Classroom STEAM curriculum as well as the Center of
Ecoliteracys Nourish Curriculum.
Green Our Planets curriculum covers all of the topics listed below. Though it is written for grades Pre-K through 5 th, we
have taken the curriculum and adapted it for our 6th, 7th, and 8th graders as well as for our Special Needs students.
INSERT INFORMATION ON NOURISH CURRICULUM HERE. ALSO IF NOURISH CURRICULUM
COVERS ANY OF THE TOPICS LISTED BELOW, PLEASE ADD TO THE RELEVANT SECTION
The Water Life Cycle-Students are introduced to waters role in the garden and all grades have curriculum that touches
on the water cycle in the garden. Multiple lessons are focused on the water life cycle and it is an important aspect of that
grade level curriculum.
Efficient Water Use- Students learn about energy and water use as it relates to the garden. They also study water
efficiency as it relates to the water cycle. However, all grades are exposed to sustainable drip irrigation practices and
strategies for conserving water such as rain water collection and mulching techniques to retain soil moisture.
Sustainable Horticulture- Students are taught about the plant life cycle by germinating seeds, growing plants, and
harvesting seeds to start the cycle again. There are lessons and curriculum to support this process. Certain lessons are
dedicated to learning about beneficial insects and the relationship insects have with plants. Certain portions of the
curriculum focus on soil and the importance of soil biology to growing healthy plants. The school also has a robust
composting system to break down plant waste and observe how plants break down into compost and return their nutrients
to future plantings.

Desert Landscaping- All grade levels learn about desert landscaping and strategies for growing plants efficiently and
sustainably in the desert environment. They will also learn how to utilize the natural elements of the desert in the garden.
Students also learn about Native American gardens and strategies for sustainable gardening that existed before modern
technology.
Native Urban Wildlife Habitats- Students will observe and study wildlife as it interacts with the garden. They learn about
wildlife benefits to the garden such as pollination and create strategies to attract and retain beneficial wildlife in the
garden. They also learn about how wildlife contributes to the soil life cycle.
b. Describe potential project benefits for the general public
The potential benefits for our expansion project are numerous and substantial. As one of the few middle schools in the
Clark County School District with a functional garden program, we hope to be a model program for other middle schools
around the valley.
Primarily, we believe that engaging special needs students in the garden has a tremendously positive impact both on
these students as well as teachers. Student engagement, student vocational skills, teacher effectiveness and teacher
satisfaction have all improved already due to our garden program. If we are able to do our expansion so that each student
can engage with the garden more and take care of their own plot, we believe these 4 indicators will continue to see
improvement. Our students and teachers are then able to go back to their own families and pass on the skills and
knowledge they have learned from the garden.
Next, with our garden expansion, we hope to hold more regular and more robust farmers markets. These farmers
markets offer the community an alternative to store bought produce and access to fresh, healthy fruits, vegetables and
herbs.
Lastly, we believe the most important benefit is that our community will be able to see that gardening is possible in our
climate, despite common beliefs otherwise. With water smart irrigation, strategic placement of beds with regards to sun,
shade and wind, and proper garden maintenance, students, families and the general public can see that successful
gardening is not only possible but can have an extremely positive impact on ones mental health, physical health and
finances.
c. Describe techniques to be used and the number of students to be reached
Currently, our school offers a gardening class as part of the explorations program that students take. There is a 6 th, 7th,
and 8th grade gardening explorations class; there is also one class of special needs students who utilize the garden.
Between these 4 classes, a total of 120 students interact with the garden at our school. However, there are 1,472 enrolled
students at Fertitta Middle School. Therefore, through this project, we are hoping to reach more students as well as
improve the quality of the time each student spends with the garden. The techniques we will use to achieve these goals
are increasing the size of the explorations classes to accommodate more students who are interested in gardening. We
also hope to recruit and educate more teachers who can then use the increased number of beds to teach their respective
subjects. Through our expansion, we ideally want to double the amount of students we will reach from 120 to 240.
3. IMPLEMENTATION
a. Include a project timeline with projected milestones and completion
dates
Throughout December and January, our garden team will meet to draw up a design plan for
our 10 bed expansion. Hoping we are notified of receiving this grant award, we would finalize
the plan in January 20. We would then submit this plan to Garden Farms January 21, and
they would come out the week of January 21 to confirm the design plan.
We would then like to host a community build day to complete this expansion so that time
can be utilized most effectively and efficiently as well as raise community, student and parent
awareness about our garden. We believe the project can be completed in 1 day. Garden
Farms employees as well as parent and community volunteers can come in one day and
help install the 10 beds, set up the irrigation for the beds, and set up the white board and
benches.We hope to have this community build day on February 18 th.

Teachers and students would then immediately be able to start using the 10 additional beds
starting February 20th.
b. Identify a project maintenance plan
We currently pay for a farmer from Garden Farms to come maintain our garden once a week.
In addition to this, our students help maintain the garden whenever they go out for classes.
One of our garden exploration teachers also has expertise in gardening so he does a great
job of maintaining the garden as well. We do not anticipate taking care of 10 more beds to be
any issue. Between our farmer, our students and our expert gardening teacher (as well as
our anticipated increase in participation from other teachers and classes), we believe we will
have more than enough people to maintain our project.
4. RESOURCES AND BUDGET
a. Use attached worksheet
5. PROJECT EVALUATION PLAN
a. Describe how you intend to evaluate the progress and the outcome of the project.
Since the hallmark of our project is our 10 bed expansion, we believe project progress will be relatively simple to
measure. Our garden team of teachers will set deadlines for each step of the progress and after the community build day
in February, we will monitor the maintenance of the project every month. Furthermore, since classes are using the garden
every week, our students and teachers will be able to notify the garden team if any issues are occurring in the garden. At
the end of this school year, we believe the 10 beds will be fully incorporated into our lesson plans and will not require any
additional maintenance than our current 8 beds. Thus, the project will not require any more evaluation after this school
year. The 18 total beds will be treated as one unit and will all be maintained together.

Resources and Budget Worksheet

Using the itemized list below, identify all materials that will be used in this project, as well as all costs associated
with labor, equipment and consultants. Identify all matching and additional funds that will be contributed to this
project.

Grant funds may not be used to fund salaries or overtime for school staff.
All receipts must be submitted, and all unspent funds must be returned to the SNWA.
All funds must be accounted for by the end of the school year in which the grant was funded.

Funds requested from the SNWA

$5000

Funds secured from other sources

$5000

Total cost for this project is estimated at: $10,000

MATERIAL COSTS (include value of in-kind donations):

Lumber

Concrete

Soil

Plants

Signage

Paint

Other (please describe)

$Raised Garden Bed (Includes Lumber, Soil, Irrigation,

Labor (10) = $9600

INSTRUCTIONAL EQUIPMENT:
Audio/Visual Equipment

$Whiteboard $12.97, Sealant $4.97, Paintbrushes (4) $20,

Posts (3) $45

Computer/Printer

Camera(s)

Software

Periodicals

Hands-on learning from outside source

Other (please describe)

$ Benches (10) $200

Incidentals $117.06

EQUIPMENT/LABOR ESTIMATES:

Equipment

Labor

Other (please describe)

Water Conservation Education Grant Program Request

Project Title _

Grant Funds Requested $_

Matching Funds (include value of in-kind donations) $_

Project Leaders Name
School Name
Address _

__

_
_
_ City _

Daytime Phone _

_ Email

Zip _
_

Does this project involve rehabilitation of existing facilities?

(If yes, you may be asked to provide photos of the project before, during and after completion)
The following signatures are required:
Project Leader

Date _

School Principal/Director _

Date _

*Coordinator Landscaping/Grounds
_
Date
_
*Signature only required if project involved construction or modification to facilities or landscape.

Agreement to Participate in the

SNWA Water Conservation Education Grant Program
This agreement confirms my intention to participate in the SNWA Water Conservation Education Grant Program. I
verify that all statements made by me on the application are true and accurate to the best of my knowledge. I further
verify that I understand and will adhere to the grant requirements and the project plan submitted, except where
amendments have been agreed to by SNWA.
This agreement shall commence on the day of the award and shall continue for one year from the date of the award.
This agreement may be cancelled by the SNWA for a violation of the grant requirements or failure to follow the project
plan.
I understand the purpose of this project is to promote, develop and implement unique and appropriate water
conservation education programs.
I further understand that by the award of this grant there may be some tax liabilities, and it is my responsibility to
consult with a tax or legal advisor for this information.
I agree to indemnify, defend and hold the SNWA, its officers and employees harmless from any and all claims,
demands, liens, actions, damages, costs, expenses and attorneys fees based upon or arising out of acts or omissions
during this project.
This agreement constitutes the entire understanding and agreement among the parties hereto with respect to the
project described, and there are no other agreements, understanding, restrictions among the parties other than that set
forth herein provided for.
Name of Principal (Print) _
_
Daytime Phone
_
School Address _

Signature of Principal

Signature of SNWA Grant Coordinator

City
_
_

Zip _
_ Date _

_
Date _