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Thank you for your interestin First Green! If you need more information after viewing this presentation and visiting our website (http://thefirstgreen.org), please give us a call: 425-746-0809 or an email: info@thefirstgreen.org. First Green Foundation is a national foundation headquartered in Washington State that was established to provide and promote environmental education on golf courses. First Green was created as a program in 1997 and was awarded federal 501 (c) (3) tax exempt status in 2006. 1

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First Green works with golf course superintendents as they host outdoor learning labs at golf courses. These learning labs are designed to allow students to perform hands-on experiments and tests, all within the focus of their schools environmental science and/or horticulture curricula. In the outdoor labs students test water quality, collect soil samples, identify plants, have math activities, and assist in local projects such as stream bed or owl nest restoration. First Green also emphasizes the environmental and community benefits of golf courses, while introducing potential new golfers to the game in a fun, educational manner. First Green s innovative approach to learning on the golf course provides STEM (Science, Technology, Engineering and Math) learning opportunities. A First Green field trip is possible with the involvement of: the Golf Course Supt, Golf Club Members/Volunteers and the Teachers and students. Every local program needs a champion at the local golf club. It takes coordination to interact with the teacher and host the field trip. If a club member or club staff member is involved, it allows the superintendent to focus on the learning labs while another member supports the process. Club member representatives to their state association are a prime example of a local champion/advocate. They live in the local 3

communities, know the schools and teachers (and often have teachers as club members) and can readily go to their own local schools to help foster connections. 3

First Green is a catalyst for the game of golf through its ability to engage schools and future golfers, as well as promoting strong environmental messages. Through the years, we have determined what we call the First Green multiplier. That is, every twenty five students who come to the golf course result in 230 new messages about golf. On average, over 80 percent of the students have never been on a golf course. Thousands of students each year are introduced to golf and the environmental value of golf courses. Here are our Assumptions: 1 teacher brings 25 students on the field trip. Each student tells about the lessons learned to an average of 5 people (parents, siblings and friends). 25 x 5 = 125 In addition, the teacher displays posters and other resources in the classroom and talks about the trip with students in other classes. Teacher s additional students in 4 classes = 100 more students The teacher describes the field trip to 5 other peers-teachers, teacher aides, field trip chaperones, etc. 230 conversationsabout golf happen as a result of the field trip 5

Thebigger picture is the organic way that our program has grown. In each locale, we have a core group of superintendentswho host a field trip and invite other golf course superintendents and club members to attend the field trip as observers. Once they see the excitement of the students doing the learning labs, the superintendents are interested in hosting their own field trips. In addition, teachers do the same thing, introducing their colleagues to First Green. And so on 6

Localprograms succeed because the school and golf course remain connected. This can be an issue in some locales as the teachers change schools or retire and it s hard to maintaincontact with them. We have found that having a club member or club staff member, like the general manager, golf pro, greens committee chair, or club representative to state association, can help solidify the golf course/school relationship in the first couple years. It is also energizing for the club to have multiple people involved in the field trip program. We call the club supporters advocates. 7

STEM learning is receiving national attention as a way to focus learning in the 21 st century. One element of STEM learning is to incorporate hands on applications of the concepts. In 2013, First Green was awarded a one year $100,000 STEM (Science, Technology, Engineering and Mathematics) grant from the United States Golf Association (USGA). The grant is funded by the USGA s partnership with Chevron, designed to encourage students in science, technology, engineering and math disciplines (STEM) through the learning labs in golf courses. First Green also receives support from the Washington State Golf Association, the Northwest Turfgrass 8

Association and individual clubs and donors. 8

Here is a rough idea of a typical first field trip to a golf course. It can be modified depending upon the number of students and the topic(s) that the teacher and golf course superintendent wish to cover. Not every field trip involves hitting golf balls, although this is very popular with the students and their teachers. Normally the golf course superintendent and club member(s) greet the teacher and student, give a brief overview of the day s schedule and make sure that details like using the bathroom are covered. If there is a large group, the students are divided into smaller teams to rotate among the learning labs. The learning labs normally take about 20 minutes each with some time required to walk between the locations. If the group is kept as one whole team, more time may be required at the learning lab to be sure that each student has time to participate in the hands on part of the learning process. Our web site has a field trip section with sample lesson plans that 9

give ideas about learning activities. 9

There are learning topics that are common to every golf course, regardless of geographic location. On the field trip, these topics are taught by golf course superintendents and ideally, with some involvement by staff of the cities (such as water quality, storm water management, waste management, etc.) and by local environmental nonprofit organizations. It is always good to involve other environmental and educational groups if possible as these support community outreach by the club and help the golf course superintendent provide multiple learning labs for the students. The topic(s) covered in the field trip are chosen by the teacher and golf course superintendent. 10

The golf course superintendent or golf course representative can host a walking tour of the golf course with an emphasis on irrigation practices and lake and pond management. Students also learn about what they can do at home to help protect their local watershed. 11

Thesestudents are testing pond water for ph and Nitrates. 12

Steve Kealy shows students how to readthe testing results. 13

Most activities use materials and supplies readily available. First Green does offer a Superintendent Resource Kit containing a soil test kit, water test kit, soil sieve and more. For more information, see the First Green website (http://thefirstgreen.org) under Local Programs Superintendents. 14

The learning labs focus on experiencingwhat is being taught. Students get their hands dirty,feeling the difference between sand, silt and clay samples. 15

Thisstudent is loading a soilsieve in order to separate the sand from the silt from the clay. 17

Students(and adults) are often surprised at the pace that water moves through different kinds of soil. 18

Acore sample of soil from the greens. Soil probes and looking at soil samples are common on golf courses but very few outside the golf superintendent community have ever looked at this kind of sample to see the layers of organic matter, sand and other components of the soil. 19

The golf course superintendent or golf course representative can host a walking tour of the golf course with an emphasis on identifying and observing wildlife habitats. It is always surprising to teachers, students and other adults to know the large numbers of species that live on urban golf courses. 20

You can partner with local environmental groups. For example, Glendale Country Club in Bellevue, Wash., invites the City of Bellevue Stream Team (educational staff) to teach a unit on macro-invertebrates. Glendale also has a group come out and teach about salmon. Don t feel like you have to be the expert in everything. Local environmental partnerships are valuable for golf courses and for schools. 21

TheUSGA agronomists are valuable team members for field trips. Here Larry Gilhuly is talking about turfgrass with students who are fascinated with the expertise and skillful care required to maintain greens for golf courses. 22

Many students have never been on a golf course and a golf activity such as putting is a fun way to experience golf for the first time. 23

Thisresource kit is provided at cost to local golf courses for their field trip activities. Please contact us if you would like more information on the kit contents. 24

The First Green website (http://thefirstgreen.org) has information to help superintendents with hosting their first field trips. In addition to the lesson plans and information, we have also provided a parental photo release form. We like to post photos and information about local field trips on our web site and need to have parental permission in order to do so. You may find that your club will have the same requirement for your website. We forward the link to the teacher who coordinates getting parent signatures. Then the teacher brings the signed releases to the field trip. We also have a very brief survey on our website as we value feedback from the teacher, students and parents, in addition to one from the golf course superintendent hosting the field 25

trip. 25

trip. 26

The singlebiggest step for most golf courses is getting connected to a local school. In many instances, the golf course superintendent does not live in the adjacent area and needs to figure out the best ways to make this connection. 27

Once the school connection is made, work with the teacher to select a date and to choose topics. You might want to suggest some of the learning lab topics that you think most apply to your golf course and then talk about these with the teacher. Also consider how to make the learning labs age level appropriate. Younger students need to be more actively involved with their hands. We ve also found that it s helpful for the teacher to come out initially to walk the course with you. This helps both the superintendent and teacher feel acquainted. The teacher appreciates seeing the potential options and can then talk about how these will dovetail with the topics being taught in 28

the classroom. 28

Get ready to have fun! The first field trip takes the most preparation for the golf course superintendent. And most superintendents don t realize how much of what they do on a daily basis is extremely interesting to teachers and students. Once you see how excited teachers and students become, you will be ready to continue hosting field trips. 30