NOAA-NOS-OCM-2021-2006759 NOFO Report (1).pdf

2021 NOAA Hawaii Bay Watershed Education and Training (B-WET) Program

TABLE OF CONTENTS

I. Funding Opportunity Description 4

A. Program Objective 4 B. Program Priorities 16 C. Program Authority 19

II. Award Information 19 A. Funding Availability 19 B. Project/Award Period 20 C. Type of Funding Instrument 20

III. Eligibility Information 21 A. Eligible Applicants 21 B. Cost Sharing or Matching Requirement 21 C. Other Criteria that Affect Eligibility 21

IV. Application and Submission Information 21 A. Address to Request Application Package 21 B. Content and Form of Application 21 C. Unique Entity Identifier and System for Award Management (SAM) 36 D. Submission Dates and Times 37 E. Intergovernmental Review 38 F. Funding Restrictions 38 G. Other Submission Requirements 39

V. Application Review Information 39 A. Evaluation Criteria 39 B. Review and Selection Process 42 C. Selection Factors 44 D. Anticipated Announcement and Award Dates 45

VI. Award Administration Information 45 A. Award Notices 45 B. Administrative and National Policy Requirements 46 C. Reporting 48

VII. Agency Contacts 49 VIII. Other Information 50

Notice of Federal Funding Page 1 of 51

NOTICE OF FUNDING OPPORTUNITY

EXECUTIVE SUMMARY

Federal Agency Name(s): National Ocean Service (NOS), National Oceanic and Atmospheric Administration (NOAA), Department of Commerce (DOC)

Funding Opportunity Title: 2021 NOAA Hawaii Bay Watershed Education and Training (B- WET) Program

Announcement Type: Initial

Funding Opportunity Number: NOAA-NOS-OCM-2021-2006759

Catalog of Federal Domestic Assistance (CFDA) Number: 11.473, Office for Coastal Management

Dates: Full proposals must be received by 5:59 pm Hawaii-Aleutian Standard Time (HST) on April 23, 2021.

Four informational webinars with the Program Officer will occur on Wednesday, February 24, 2021 from 1:30-2:30pm HST; Wednesday, March 3, 2021 from 2:00 to 3:00 pm HST; and Thursday, March 11, 2021 from 12:00 to 1:00 pm HST. Webinar links and related teleconference information will be sent to interested applicants who sign up for an information session at https://forms.gle/1r5qXTxGZqyegZ8p8.

Funding Opportunity Description: The NOAA Hawaii Bay Watershed Education and Training (B-WET) program is a federal funding opportunity that meets NOAA’s mission of science, service, and stewardship. The Hawaii B-WET program supports a vision of a future where societies and ecosystems are healthy and resilient in the face of sudden or prolonged change. The purpose for this financial assistance is to support our communities by developing a well-informed citizenry involved in decision-making that positively impacts our coastal, marine, and watershed ecosystems in the Hawaiian Islands. This is a competitive opportunity for grants to assist in the development of new programs, encourage innovative partnerships among environmental education programs, and support geographically targeted programs to advance environmental education efforts that complement national and state school requirements. The Hawaii B-WET program plays a foundational role as an environmental education program that promotes locally relevant, experiential learning in the K-12 environment on priority topics such as understanding ocean, Earth and atmospheric sciences, community resilience to hazards, and place-based environmental management. Funded projects provide Meaningful Watershed Educational Experiences for students, professional development for teachers, service-learning opportunities for students, and support regional education and environmental priorities. More

Notice of Federal Funding Page 2 of 51 information about the B-WET program is online at https://www.noaa.gov/office-education/bwet.

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FULL ANNOUNCEMENT TEXT

I. Funding Opportunity Description

A. Program Objective

The NOAA Bay Watershed Education and Training (B-WET) program was established in 2002 to create environmentally literate students and teachers through education.

Recognizing that an informed community is the key to sustaining the Nation’s watershed, in addition to both coastal and ocean environments, NOAA has developed B-WET programs in seven regions: California, Chesapeake Bay, Hawaii, Gulf of Mexico, New England, Pacific Northwest, and Great Lakes. The NOAA Office for Coastal Management - Pacific Islands in Honolulu administers the Hawaii B-WET program on behalf of the NOAA Office of Education and in partnership with the NOAA Office of National Marine Sanctuaries in Hawaii.

The goal of the Hawaii B-WET program is to support K-12 environmental literacy programs that provide students with Meaningful Watershed Educational Experiences (MWEEs) in Hawaii’s ahupuaa and related professional development for in-service teachers, administrators, or other educators serving K-12 students. Individuals that have been educated about Earth’s processes, community resilience to hazards, and long-term environmental trends can become effective problem solvers, informed future community leaders, and engaged decision-makers charged with managing Hawaii’s limited island resources.

Experiential learning techniques, such as those supported by the B-WET program, have been shown to increase interest in science, technology, engineering, and math (STEM), thus contributing to NOAA’s obligations under the America COMPETES Act (33 USC 893a).

The Hawaiian Islands are an excellent resource for environmental education and provide a multitude of “hands-on” laboratories where students can see, touch, and learn about the Earth processes and the dynamic interactions of different ecosystems within an ahupuaa, as well as potential hazards that may impact a community. The islands’ complex, diverse, and unique ecosystems can be brought to life in the classroom through MWEEs.

The MWEE is the backbone of all B-WET funded projects and regardless of the priority, must incorporate the MWEE in order to be successful. The definition of the MWEE that follows was created by the NOAA B-WET National program and is used by all seven B- WET regions throughout the country.

The NOAA B-WET program recognizes that support is needed to bridge this gap that has been created by the loss of revenue, the cancellation of programs, and the inequities that are

Notice of Federal Funding Page 4 of 51 being exacerbated by the COVID-19 pandemic. As a major contributor to environmental education programs, the NOAA B-WET program is committed to responding to the immediate needs of this pandemic and supporting these critical institutions that provide meaningful experiences for youth at all levels. While writing the grant proposal, ensure that all current federal, state (Department of Education), and City & County guidelines regarding COVID safety are followed during the time of the project implementation.

1. Defining the NOAA Meaningful Watershed Educational Experience Meaningful Watershed Educational Experiences (MWEEs) are learner-centered experiences that focus on investigations into local environmental issues that lead to informed stewardship actions. They are composed of multiple elements that include learning both outdoors and in the classroom, and are designed to increase the environmental literacy of all student participants. All students, regardless of where they live or their social or economic status, should have the opportunity to participate in and benefit from MWEEs.

a. MWEEs for Students The MWEE model applies multidisciplinary practices in order for students to understand how the environmental systems they are investigating relate to their community’s social or cultural systems. MWEEs help connect students with their local environment and enable them to take actions and make decisions that contribute to stronger, sustainable, and equitable communities. These experiences, grounded in best practices for learning, academic standards, and the context of the local watershed and community, help increase student interest and engagement for learning, support student achievement, promote 21st Century skills, and achieve environmental stewardship.

The MWEE consists of four essential elements and five supporting practices that build upon each other to create this comprehensive learning experience for students. This process should be tailored to each audience and be age appropriate with practices growing in complexity and sophistication across the grades, starting with teacher-guided investigations and progressing to student-led inquiry. Teachers should support and assist students in their inquiry and investigations of local environmental issues that are of interest to them throughout the MWEE. To support teacher implementation of MWEEs, B-WET has also included five practices that are recommended to be in place for teacher professional development activities.

NOAA adopted this definition of the MWEE to assist with the development of effective projects founded in best practices determined through environmental education evaluation and research. This definition builds on the work of the Chesapeake Bay Program Education Workgroup and is further informed by over a decade of B-WET project implementation and

Notice of Federal Funding Page 5 of 51 evaluation work across the country. While these criteria represent standard national guidelines, each B-WET regional program will continue to craft and refine its own priorities that build on this MWEE definition and are tailored to the local population, geography, culture, and natural, financial, and human resources.

The MWEE consists of four essential elements that describe “what students do.” These elements promote a learner-centered approach that emphasizes the role of the student in actively constructing meaning from the learning experiences. The order of the elements depends on project design and is not always linear. For example, some elements, such as Synthesis and conclusions, should occur repeatedly throughout the MWEE.

i. Issue definition Teachers and students work together to define a locally relevant environmental issue or phenomenon affecting watershed, coastal, or ocean ecosystems. Throughout the MWEE, students focus on a driving question that guides their inquiry and investigations of the defined issue and leads to stewardship actions. During Issue Definition, students learn about the issue through classroom instruction and are actively involved in planning and conducting background research and investigations focused on understanding the driving question (e.g., making observations and/or measurements; carrying out investigations; talking to experts or relevant stakeholders; reviewing credible resources; reviewing current environmental policies or community practices; exploring models; using tools). Students also reflect on personal and public values and perspectives related to the driving question. Teachers should ensure that the driving question is open-ended, relevant to the students’ lives, and meets their learning objectives.

ii. Outdoor field experiences Students participate in multiple outdoor field experiences sufficient to investigate the driving question. Within appropriate safety guidelines, students are actively involved in planning and conducting the field investigations, including developing supporting questions to explore the driving question in the field. During field experiences, students use their senses to make first-hand observations, gain experience using equipment or technology to collect data or measurements, and conduct experiments necessary to answer their supporting questions and inform student stewardship actions.

Outdoor field experiences can take place on school grounds or at locations in close proximity to schools, such as streams or city parks. They can also take place at offsite locations such as state parks, wildlife refuges, or education centers that are staffed by experts and have access to field education materials and facilities. A range of individuals, including teachers, environmental educators, natural resource professionals, or trained volunteers, can help

Notice of Federal Funding Page 6 of 51 facilitate field experiences and ensure a safe outdoor learning environment. However, facilitators should co-develop and co-teach instruction with teachers so that field experiences are supportive of their learning objectives and/or academic standards.

Outdoor field experiences allow students to interact with their local environment and contribute to learning in ways that traditional classroom or laboratory settings may not.

Projects should employ methodologies used in fieldwork so students learn how to work in a natural uncontrolled environment. Students who have opportunities to learn in, thrive in, and appreciate the outdoors can become informed and engaged champions for our natural resources.

iii. Synthesis and conclusions Students identify, synthesize, and apply evidence from their investigations to draw conclusions about the defined issue or phenomenon. They demonstrate understanding of their investigations and conclusions through communication to a variety of audiences such as other classrooms, schools, parents, or the community.

Synthesis and conclusions is an iterative process and should happen regularly throughout the MWEE. Throughout the process, teachers dedicate time for students to reflect on their experiences and investigations in relation to the defined issue or phenomenon. Teachers should facilitate students sharing their conclusions with each other. Students’ conclusions should be used to help develop stewardship actions.

iv. Stewardship actions Students identify and implement a stewardship action as a solution that directly addresses the defined issue or phenomenon within their school, town, neighborhood, or community.

Students are actively engaged and, to the extent possible, drive the decision-making, planning, and implementation of the stewardship action while teachers play a facilitation role by forming groups, moderating, and answering questions. Students reflect on the action and determine the extent to which the action successfully addressed the issue or phenomenon.

This element allows students to understand that they personally have the power to bring about change to environmental issues, take action to address these issues at the personal or societal level, and understand the value of that action. This can instill confidence in students and can contribute to students becoming environmental stewards in their communities.

Stewardship actions can take many forms and may fall into the following categories:

Watershed Restoration or Protection: actions that assist in the recovery or preservation of a

Notice of Federal Funding Page 7 of 51 watershed or related ecosystem that has been degraded, damaged, or destroyed (e.g., plant or restore protective vegetation/trees; restore a local habitat; remove invasive plants; clean up litter at local beaches, parks, or school grounds; develop a school garden, natural history area, community garden, or other sustainable green space; install rain gardens to help manage stormwater).

Everyday Choices: actions that reduce human impacts on watersheds and related ecosystems and offer ways to live more sustainably (e.g., reduce/reuse/recycle/upcycle; monitor and save water in the face of potential drought or reduction in water availability; compost food or yard waste; research and implement energy efficient strategies or energy alternatives at school and/or at home).

Community Engagement: actions that inform others about how to address community-level environmental issues (e.g., give presentation to local organizations; organize community events; record or broadcast public service announcements; share information on social media; post flyers in community; share posters at community events/fairs/festivals;

mentoring).

Civic Action: actions that identify and address issues of public concern. Students acting alone or together to protect public values or make a change or difference in a student’s school, town, neighborhood, or community (e.g., present to school board or school principal;

attend, speak, or present at town meetings; write or meet with decision makers/elected officials of a students’ school, town, neighborhood, or community).

b. MWEE Supporting Practices The MWEE also includes five supporting practices that describe “what teachers do.” B-WET recommends that these supporting practices be in place to ensure successful MWEE implementation with students.

i. Active teacher support MWEEs depend on teachers facilitating and supporting student learning for the duration of the MWEE. Teachers help students make connections and draw on past lessons, serve as environmental role models, and ensure that the essential elements of the MWEE come together to support goals for learning. Even when environmental educators or other professionals are leading elements of the MWEE, the teacher should be actively engaged in answering questions and relating the experience back to the full arc of the MWEE.

To support this level of engagement, teachers should have access to professional development opportunities that support their content knowledge, understanding of the

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MWEE framework, and confidence and intention to implement MWEEs independently (see Teacher Professional Development for MWEEs for specifics).

ii. Classroom integration To be effective, MWEEs need to be embedded into what is already occurring in the classroom. MWEEs should be anchored to state and national academic standards and support goals for learning and/or student achievement. They are not meant to be something extra, but rather an educational approach that helps teachers meet their learning objectives. They can provide authentic, engaging interdisciplinary learning that crosses traditional boundaries between disciplines. Out-of-school activities (e.g., after-school clubs; summer camps) may provide MWEEs, or complement and enrich traditional classroom-based MWEEs.

iii. Local context MWEEs use the local environment and community as a context for learning. Situating the MWEE within local contexts promotes learning that is rooted in the unique culture, history, environment, economy, literature, and art of a students’ school, neighborhood, town, or community. To enrich MWEEs, local resources (e.g., partners; expertise; field sites) should be incorporated. Partnerships, such as those with local community-based organizations, allow students to engage with members of their community of diverse cultures, values, and expertise for a more equitable and inclusive experience.

Emphasizing local contexts enables students and teachers to develop stronger connections and appreciation for their local environments and communities. This also enables students and teachers to explore how their individual and collective decisions affect their immediate surroundings and how their immediate surroundings affect larger ecosystems and watersheds.

iv. Sustained learning experience MWEEs have multiple experiences that engage students from beginning to end. While a lesson may focus more heavily on one essential element, it does not stand in isolation from the others. Each essential element builds upon and reinforces the others to provide rich learning opportunities spread over the course of a unit or multiple units. All students should have the opportunity to participate in and benefit from each essential element.

v. Includes NOAA assets, including personnel and resources NOAA has a wealth of applicable products and services, as well as a cadre of scientific and professional experts that can heighten the impact of environmental instruction both in the classroom and in the field. Additionally, environmental professionals can serve as important role models for career choices and stewardship. For more on NOAA assets for education

Notice of Federal Funding Page 9 of 51 please see:

http://www.noaa.gov/education https://coast.noaa.gov/nerrs/education/ https://sanctuaries.noaa.gov/education/ https://www.legislative.noaa.gov/NIYS/NIYSHI.pdf

c. Teacher MWEE Professional Development Practices Professional development should empower teachers to confidently and competently use the MWEE approach to support standards-based learning that aligns with local education agency initiatives. In order to gain and maintain environmental education competencies, teachers benefit from sustained, high quality professional development that includes ongoing support and feedback. Teachers should gain confidence in the value of MWEEs and strategies for conducting them so that they will be able to implement MWEEs after the professional development has ended. Specifically, the following practices are recommended for professional development to support teachers implementing MWEEs.

i. Increases teachers’ knowledge and awareness of environmental issues Teachers must have an adequate level of content knowledge for their MWEE topic area specific to their grade level and discipline, including an understanding of their local watersheds, interactions between natural and social systems, and human impacts on local watersheds and larger Earth systems. Recognizing that environmental issues often include different perspectives and opinions, teachers must also have a deep understanding of the facts related to environmental issues, along with an understanding of the various stakeholder values. In addition, teachers who demonstrate environmentally responsible attitudes and behaviors Meaningful Watershed Educational Experiences may be role models for their students and increase their ability to guide students in stewardship actions to address complex environmental issues.

ii. Models MWEE framework Facilitators should utilize the same techniques and experiences in professional development that teachers are expected to use with their students, such as hands-on outdoor field experiences, critical thinking about environmental issues, and stewardship actions.

Professional development should also provide opportunities for teachers to understand the goals and rationale behind the MWEE as an approach to learning and stewardship.

Professional development should deliver workshops on both MWEE content and instruction, include ongoing support for teachers, and include time for teachers to plan for how the student MWEEs will be implemented.

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iii. Allows for adequate instructional time Professional development should be multi-day, occurring consecutively or over the course of several weeks or months. Professional development should include ample opportunity for teachers to reflect on their own teaching practices and plan for how to use knowledge and skills gained from professional development in the classroom. Opportunities to share ideas and challenges with colleagues in a cohort creates space for dialogue that can provide teachers with additional support and inspiration.

iv. Provides ongoing teacher support and appropriate incentives Even in cases where teachers participate in robust multi-day workshops, such as summer or weekend courses, it is still essential that professional development providers have a structure in place for on-going teacher support and enrichment. This can take the form of follow up meetings, creating web-based forums for communication and feedback, establishing mentor teachers who can serve as points of contact, or including teams of teachers from one particular school. Continuing education credits and stipends can be used to encourage participation in on-going professional development opportunities. Outreach and training opportunities for school administrators may help increase high level support for both environmental education and continuing teacher professional development for teachers.

v. Meets jurisdictional guidelines for effective teacher professional development Each jurisdiction has established guidance and recommendations relevant to all forms of teacher professional development. When possible, professional development opportunities for MWEEs should adhere to these general guidelines set forth by local education agencies.

d. Additional Required Components

i. Direct connection to the ahupuaa: Experiences should demonstrate to participants that local actions within an ahupuaa can impact the greater environment and ultimately, stewardship and long-term community sustainability. Projects should encourage participants to be actively involved in stewardship behaviors and decisions that conserve, restore, and protect natural and cultural resources within the ahupuaa. Projects can focus on a specific environment within an ahupuaa (including marine environments), but applicants should demonstrate how the focus area fits within the greater concept of ahupuaa.

Cultural knowledge and understanding should be incorporated into the student educational experiences and professional development to enhance the participant interaction and connection with nature. Therefore, proposals should address the following elements:

Malama – To take care of, preserve, protect, maintain, and honor. Projects should have a

Notice of Federal Funding Page 11 of 51 strong stewardship component that will benefit the local community.

Laulima – Cooperation/collaborative. Projects should incorporate relevant partners and engage the community in the proposed project.

Kuleana – Responsibility. Projects should strengthen students’ sense of responsibility and support student voice by providing them with ownership and leadership opportunities at all stages of the project.

Imi ike – To seek knowledge. Participants should investigate the root cause of the issue identified and gain a deep understanding of all sides and aspects, both from a cultural perspective as well as from a western science perspective.

Nana i ke kumu – Look to the source. Projects should encourage participants to seek answers from kupuna and cultural experts, as well as from nature itself, to learn from the forests, streams, ocean, and related life.

ii. Experiences for all students/teachers: The Hawaii B-WET program is strongly committed to expanding the knowledge and participation of low income, underrepresented, and underserved student populations in environmental education. It is crucial for all participants to have an understanding of and connection with their own environment, therefore all students should be provided an outdoor experience regardless of where they live or go to school. The Hawaii B-WET program anticipates that a substantial portion of the target audience served by funded projects will represent communities that are underrepresented or underserved.

iii. NOAA resources: NOAA has a variety of resources that can be utilized in the Hawaii B- WET program. More information about these resources (place-based areas, expertise, data & tools) are provided below. Projects that integrate one or more of the NOAA resources are particularly encouraged because they specifically capitalize on a NOAA supported educational program, restoration project, or national education interests.

a) NOAA designated priority place-based management areas: NOAA has identified several unique environments in Hawaii as special places for place-based management. Projects should be based on, or integrally connected to, conservation at one of the following locations: Hawaiian Islands Humpback Whale National Marine Sanctuary;

Papahanaumokuakea Marine National Monument; Heeia National Estuarine Research Reserve (NERR); Hawaii Sentinel Site Program locations; Hawaii Habitat Blueprint focus area; or West Maui or South Kohala Coral Priority Areas.

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b) NOAA data & tools: Projects should access, utilize, and include NOAA data when possible. Using NOAA websites, connecting with experts, and incorporating NOAA tools are encouraged. This directly connects to NOAA’s mission on sharing information with the public that will help to conserve our natural resources.

iv. NOAA content focus: NOAA has identified two areas of interest that highlight the ahupuaa, hazard awareness and preparedness, and science. More information about these resources are provided below.

a) Community resilience to hazards: Hawaii residents are susceptible to impacts from sea-level rise, extended droughts, extreme weather events, coastal erosion, landslides, ocean acidification, hurricanes, earthquakes, and tsunamis that pose serious threats to local communities, economic well-being, public health, natural resources, and environments.

Understanding the balance between long-term resource management and land-use planning also affords opportunities to learn about the impact of past hazards on a community’s sustainability. Building awareness of potential vulnerabilities to hazards and increasing the ability to prepare for, withstand, respond to, and recover from such events provides participants opportunities to enhance the resilience of their own community and increases the capacity for long-term sustainability.

b) Earth, ocean, and atmospheric sciences: Experiences should encourage and inspire participants to engage in exploring and investigating Earth’s dynamic processes. Projects should reflect a multi-disciplinary approach in the study of NOAA related sciences and the interaction of different ecosystems within an island ahupuaa, as well as long-term trends in average environmental conditions to support appropriate resource management, long-term sustainability, and local economies in both water-based and terrestrial-based activities.

v. Partnerships: Project proposals should include partnerships with Hawaii-based communities, organizations, schools, and/or school systems that will directly benefit from or contribute to the project. Partnerships with cultural and/or community experts will enhance the connection to the environment and are highly encouraged. Signed letters of collaboration from each partner shall be submitted with the application package to demonstrate the level of commitment and involvement. Projects based on a NOAA-designated focus area should include a letter of collaboration from a NOAA office or lead site manager associated with the location.

vi. Academic standards: The State of Hawaii has adopted the Next Generation Science Standards and the Hawaii Common Core standards as the benchmarks of quality and

Notice of Federal Funding Page 13 of 51 excellence in education. The Hawaii State Department of Education also has a department-wide framework called Na Hopena Ao, which is used to develop the skills, behaviors, and dispositions that are reminiscent of Hawaii’s unique context, that honors the qualities and values of the indigenous language and culture of Hawaii. In addition, the ocean literacy principles (http://oceanliteracy.wp2.coexploration.org/), climate literacy principles (www.climate.gov/teaching/essential-principles-climate-literacy/essential-principles-climate-literacy), and energy literacy principles (www.energy.gov/eere/education/energy-literacy-essential-principles-energy-education) present guidelines on information individuals and communities should know to have a better understanding of these Earth systems.

Applications should indicate how the project will align with one or more of these benchmarks of education.

2. Definitions: The terms used throughout this announcement are thus defined:

a. Ahupuaa: A division of land, coast, and ocean where culturally-based knowledge and practices are used to manage the resources therein. The ahupuaa includes connections and interactions between the lewa (sky), honua (Earth), and moana (ocean). It is a traditional Hawaiian relationship between humans and their environment that provides a culturally-based management tool to balance environmental, social, and economic development needs.

This unique relationship was premised on the need to care for the earth and its terrestrial, marine, atmospheric, and spiritual resources. Within the ahupuaa, human interactions and the use of resources were strictly managed through orally communicated laws of the land passed from generation to generation. Although this was practiced traditionally in ancient Hawaiian culture, the knowledge is still applied to today’s contemporary society affording opportunities to integrate both traditional and modern methods of resource management.

b. Citizen Science: Scientific research conducted, in whole or in part, by amateur or nonprofessional scientists where the public participates in the scientific research.

c. Climate Science: The term for sciences related to any of the studies that deal with the long-term average of conditions in the atmosphere, ocean, ice sheets, and sea ice described by statistics, such as means and extremes.

d. Community Resilience: The capacity of communities to prevent, prepare for, withstand, respond to, and recover from the effects of natural or other hazards in order to support their long-term sustainability. Resilient communities are well informed of their vulnerability to hazards and are able to comprehend the potential environmental, social, and economic impacts on their community. Examples of hazards include tsunamis, hurricanes, floods, earthquakes, extreme weather events, erosion, landslides, sea-level rise, ocean acidification, Notice of Federal Funding Page 14 of 51 extended droughts, pollution, sewage, and effects of land use in the ahupuaa. This can also include the resilience of culture in the community, where cultural knowledge and practices are being perpetuated into the next generation.

e. Curriculum: Refers to the lessons and academic content taught in a school or in a formal course or program which demonstrates a scope and sequence of learning objectives and assessments that build upon each topic. An individual teacher's curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize, teach, and assess students proficiency of a particular course.

f. Earth Systems Science: The term for sciences related to any of the studies that deal with the Earth or with one or more of its parts. Many scientists use the Earth systems science approach which treats the entire Earth as a system. Earth sciences include but are not limited to: meteorology; climatology; atmospheric chemistry; geology; geodesy; geophysics; soil science; oceanography; hydrology; marine biology; glaciology; and marine, coastal, and atmospheric sciences.

g. Environmental Literacy: An environmentally literate person is someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participates in civic life. Those who are environmentally literate possess, to varying degrees: the knowledge and understanding of a wide range of environmental concepts, problems, and issues; a set of cognitive and affective dispositions; a set of cognitive skills and abilities; and the appropriate behavioral strategies to apply such knowledge and understanding in order to make sound and effective decisions in a range of environmental contexts.

h. Habitat Blueprint Focus Area: Forward-looking framework which outlines how NOAA thinks and acts strategically across programs and with partner organizations to address the growing challenge of coastal and marine habitat loss and degradation. NOAA improves habitat conditions which support fisheries, coastal and marine life, and provide economic, cultural, and environmental benefits. More information about Habitat Blueprint is at https://www.habitatblueprint.noaa.gov.

i. Hawaii: The islands of Hawaii, Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, Niihau, and the Northwestern Hawaiian Islands.

j. Kupuna: Hawaiian word for grandparent, elder, or source (of knowledge).

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k. Meaningful Watershed Educational Experiences (MWEEs): Details in Section I.A.1 of this announcement and at https://www.noaa.gov/education/explainers/noaa-meaningful-watershed-educational-experience.

l. Sentinel Site Program: The Hawaiian Islands Sentinel Site Cooperative is a compilation of sites that includes Midway and French Frigate Shoals in the Papahanaumokuakea Marine National Monument in the Northwestern Hawaiian Islands (NWHI), and the Kona Coast on Hawaii Island. The Cooperative contains some of the most productive and unique ecological sites in US waters, and is widely recognized as one of the most valuable ecological locations in the world. For more information about the Sentinel Site Program, go to the website at http://oceanservice.noaa.gov/sentinelsites/hawaii.html.

m. Service Learning: A teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

n. Stewardship: Behaviors and decisions that conserve, restore, and protect natural and cultural resources.

o. Students: Kindergarten through high school (K-12).

p. Teachers/Educators: Formal educators for kindergarten through high school and informal educators for all audiences.

q. Watershed: Land area from which water drains toward a common watercourse in a natural basin. For the Hawaii B-WET grant program, projects should incorporate the broader concept of ahupuaa.

B. Program Priorities

Native Hawaiians were recognized for their integrated and sustainable resource management practices, along with their ability to perpetuate environmental and cultural values from generation to generation. The Hawaiian culture is recognized for keen observations of Earth’s processes and applying that knowledge to create sustainable practices that supported a population of nearly one million Hawaiians prior to western contact. The practice of ahupuaa management evolved in Hawaii as a result of the interrelationship of people and their environment. The Hawaiian perspective regards humans as connected to nature as a part of their environment, not as a separate entity. This unique relationship was premised on the need to care for the Earth and its terrestrial, marine, atmospheric, and cultural resources. It provides a powerful study and management

Notice of Federal Funding Page 16 of 51 mechanism to integrate Earth sciences and community resilience to hazards in our contemporary land-use planning, which also assists with decision-making processes.

Modern ahupuaa management focuses on knowledge of Earth's processes and fostering stewardship of the land and sea to understand the interconnectedness of the health of our environment to the resilience of our communities. It provides opportunities to promote community-based efforts with localized knowledge to take an active part in decisions about the management of the ahupuaa to balance the use of environmental resources with social and economic needs. In applying the concept of ahupuaa, communities can begin to assess the resilience of their surrounding environment by having a more in-depth understanding of Earth’s processes to arrive at sustainable land and natural resource management goals.

The Hawaii B-WET program provides a venue for students and teachers to incorporate traditional and modern ahupuaa management practices into meaningful science-based learning experiences. The islands’ ahupuaa provide a genuine, locally relevant opportunity for engaging in MWEEs while advancing student learning skills and problem-solving abilities through the introduction of culturally-based knowledge and practices with the general school curriculum.

All B-WET projects under this funding announcement should support the direct implementation of the MWEE, applying the concept of ahupuaa. All proposals should follow the MWEE guidance and additional required components to be successful. In addition a proposal must address one of the following priorities (and corresponding details that follow):

1. PRIORITY 1: Meaningful Watershed Educational Experiences for Students

The NOAA Hawaii B-WET program seeks proposals for projects that provide opportunities for K-12 students to participate in meaningful science-based outdoor experiences that empower students’ learning. Projects submitted under this priority should be learner-centered and focused on questions, problems, and issues to be investigated through:

collecting, analyzing, and sharing data; learning protocols; gathering and understanding cultural knowledge; exploring models; and examining natural phenomena. These activities that are grounded in best practices and include the concept of ahupuaa, help enhance student interest, increase motivation, and change attitudes towards learning, leading to the achievement of environmental stewardship. As a result of the MWEEs, students should have an understanding of basic watershed concepts, as well as the interaction between natural and social systems, highlighting the connection between human activity and environmental conditions. Proposals submitted under this area should address the NOAA MWEE elements in the previous Section I.A.1.

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2. PRIORITY 2: Teacher Professional Development for Meaningful Watershed Educational Experiences

The Hawaii B-WET program seeks proposals for projects that provide teachers opportunities for professional development in implementing MWEEs. Educators should ultimately provide MWEEs for their students by weaving together classroom and field activities, within the context of their instructional coursework and current critical issues that impact the Hawaiian Islands. Systematic, long-term education programs, and professional development opportunities will reinforce an educator’s ability to teach, inspire, and lead young people toward thoughtful stewardship of our natural and cultural resources, as well as develop the next generation of decision-makers.

Based on educational research findings and preliminary evidence from the B-WET national evaluation system, the B-WET program recommends that professional development include more than 30 hours of professional development time, of which more than 10 hours should be spent outdoors. Multi-day training may occur consecutively or over several months.

These targets are expected to support teacher change and increase the likelihood that teachers will implement MWEEs. Proposals submitted under this area should address the NOAA MWEE elements in the previous Section I.A.1.

3. PRIORITY 3: Planning and Support for Meaningful Watershed Educational Experiences

The Hawaii B-WET program seeks proposals for projects that provide planning, logistical, and innovative support for Meaningful Watershed Educational Experiences due to the COVID pandemic. The NOAA B-WET program recognizes that the environmental education field faces multiple threats due to the COVID-19 pandemic. Organizations will need funding to support creative and alternative approaches so they can provide online or physically distant meaningful opportunities, especially in marginalized communities.

Therefore, in response to these impacts, the B-WET Hawaii program will focus on capacity building to ensure providers can adjust and adapt to this changing environment. Our intent through this priority is to allow the community to respond with solutions to their needs.

Additional COVID resources are included in Section VIII of this notice.

This current crisis will be felt disproportionately by historically marginalized groups, particularly students of color and students from low-income families, that are more likely to lose environmental education within their local school districts. Therefore, the NOAA B- WET program is interested in organizations and institutions that are run by, located in, and work with minority and low-income communities. Projects are strongly encouraged to

Notice of Federal Funding Page 18 of 51 develop meaningful and mutually-beneficial partnerships that honor the strengths of community organizations to directly address equity and inclusion.

Some examples of capacity building, planning, and logistical support could include:

a. Innovative approaches to Meaningful Watershed Educational Experiences during the COVID-19 pandemic; setting organizations up for future MWEE implementation.

b. Support to acquire technology and professional training that will enable environmental education organizations to reimagine their programming so they can provide both high-quality and meaningful online and/or physically distant learning opportunities, especially in marginalized communities.

c. MWEE support materials and toolkits for teachers or students in underserved communities.

d. Creation of field experiences in schools and communities where access to parks, beaches, and other habitat is difficult.

The B-WET program will not fund the following:

a. Infrastructure or construction projects or tasks; and

b. Full curriculum development without field implementation.

NOTE: The numbers associated with the priorities are for reference and are not a ranking of importance. A proposal may address multiple priorities, however, applicants must identify which priority is the primary focus of their proposal.

C. Program Authority

15 USC 1540 Cooperative Agreements; 33 USC 893a (a) America COMPETES Act; 16 USC 1442 National Marine Sanctuaries Act

II. Award Information

A. Funding Availability

Grant awards are dependent on the availability of federal funding as provided in enacted Appropriations Acts. This Notice of Funding Opportunity (NOFO) is being released prior to

Notice of Federal Funding Page 19 of 51 final appropriations due to review and award process time frames. Based on previous appropriations, total anticipated funding for all awards is approximately $1,000,000 and is subject to the availability of Fiscal Year (FY) 2021 funding. Multiple awards are anticipated from this announcement. The anticipated number of awards ranges from five (5) to fifteen

(15) and will be adjusted based on available funding. The minimum federal assistance request is $25,000 and maximum request is $150,000 for the entire proposed project period of up to 24 months. Applications requesting federal support from NOAA of more than $150,000 will not be considered for review or funding. A recipient of a previous award seeking to continue an existing project beyond the approved award period must submit a new application and compete with other applications.

Publication of this announcement does not obligate NOAA to establish any specific partnership or to obligate available funds for partnership activities. There is no guarantee that funds will be available to make awards for this funding opportunity or that any proposal will be selected for funding. If an applicant incurs any costs prior to receiving an award agreement signed by an authorized NOAA official, it does so at its own risk of not being selected or of these costs not being included in a subsequent award. NOAA is not responsible for proposal preparation costs. In addition, NOAA and DOC will not be responsible for any incurred project costs if this program fails to receive funding.

B. Project/Award Period

The performance period for FY2021 funded projects cannot exceed 24 months. The start date on proposals shall be no earlier than August 1, 2021; or the first day of any month after August 1, 2021, but no later than January 1, 2022.

C. Type of Funding Instrument

The funding instrument for these awards may be grants or cooperative agreements.

Federal cooperative agreements are different from traditional grants in that they allow for ‘substantial federal involvement’ in the planning and implementation of funded projects.

Substantial involvement on the part of NOAA may include the collaboration and participation of NOAA Program Officers and/or other NOAA staff in project development, planning, and implementation; technical monitoring of award activities; and coordination of funded projects with other NOAA-funded efforts as needed. Substantial involvement will be described in a condition included in a funded award. An applicant may also propose in its project that a NOAA Office serve as a partner in a cooperative agreement. If so, applicants should clearly articulate the proposed roles and responsibilities of NOAA in the application.

Successful applicants will formalize the specific roles of the federal agency during the negotiation process. NOAA will address any negotiations on NOAA staff roles in any project through the substantial involvement award term.

Notice of Federal Funding Page 20 of 51

III. Eligibility Information

A. Eligible Applicants

Eligible funding applicants are K-12 public and independent schools and school systems, institutions of higher education, commercial and nonprofit organizations, state or local government agencies, and Indian tribal governments conducting projects in Hawaii (Islands of Hawaii, Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, Niihau, and/or the Northwestern Hawaiian Islands). Individual applicants and federal agencies are not eligible.

Federal agencies and employees are not allowed to receive funds under this announcement but may serve as collaborative project partners and may contribute services in-kind. Federal agencies and employees’ ‘in-kind services’ cannot be considered as part of an applicant’s match on shared costs. If an applicant proposes a federal agency as a collaborator, applicants should provide detail on the expected level of federal engagement in the application.

Examples might include, but are not limited to partnership services; serving in a review capacity; or participating in priority task teams, working groups, or leadership teams. NOAA employees are not permitted to assist in the preparation of applications.

B. Cost Sharing or Matching Requirement

Cost sharing is not required under this program. Any voluntary cost sharing or matching does not impact scoring and must be consistent with the requirements of 2 CFR 200.306.

C. Other Criteria that Affect Eligibility

None

IV. Application and Submission…