Agrinauts Final Report

Wes Shaffer, Co-Director
Tallahassee Sustainability Group
agrinauts@gmail.com
THE AGRINAUTS TRAINING PROGRAM
TJ Shaffer, Co-Director
agrinautcadet@gmail.com
Erika Morgan, Co-Director
epm07c@my.fsu.edu
FISCAL AGENT:
FINAL GRANT REPORT

1AGRINAUTS COPE GRANT FINAL REPORT
June 2013
Executive Summary
We are privileged to be a part of
the Tallahassee community in
these exciting times as our
friends of all ages, colors, and
creeds, unite in driving toward a
healthier neighborhood food
environment. The Agrinauts
Training Program is continuously
inspired by activists in
sustainability, food, and
education, many of whom are in
the TallahasseeCOPE Coalition.
Our program is an effort to
address deficiencies when it comes to educating youth about our relationship to food and our
environment. In recognizing that our health and wellbeing is connected to our access to fresh
food, clean air and water, opportunities to succeed in the economy, and safe places to imagine,
create, and share – our program aims to draw students’ curiosity out into the classroom and
heighten their awareness of the world around them.
The Agrinauts Training Program is a project created and implemented by the Tallahassee
Sustainability Group; a community organization seeking to develop a sustainability framework in
Tallahassee that will enhance its ecologic, economic, and cultural welfare. The program is going
on its third year at the Ghazvini Learning Center where students enrolled in Second Chance and
The Success Academy can participate in the activities we design including organic gardening,
aquaponics/hydroponics food production, greenhouse management, landscape design, culinary
arts, entrepreneurship, music, art, biology, chemistry, engineering, and more.
Thanks to the Tallahassee COPE Coalition, Foundation for Leon County Schools, Second Chance
School, Success Academy School, and the Blue Foundation, the Agrinauts Training Program has
successfully completed its first full year at the Ghazvini Learning Center.
The following report outlines the progress we made during the COPE Community Grant period. It
has been an exceptionally fun year and we have learned a great deal from the experience.
Sincerely,
Wes Shaffer TJ Shaffer Erika Morgan
Co-Director Co-Director Co-Director

June 2013
Contents
Executive Summary ........................................................ 1
Contents ......................................................................... 2
2012 Grant Proposal....................................................... 3
Project Goals and Objectives.......................................... 3
Target Population at Success Academy.......................... 4
Target Population at Second Chance ............................. 4
Our Strategic Approach.................................................. 4
Project Outputs .............................................................. 6
Project Outcomes........................................................... 7
Program Challenges........................................................ 8
Program Findings............................................................ 9
Lessons Learned ............................................................. 9
Important Concerns...................................................... 10
Attracting Additional Resources................................... 11
Future Plans.................................................................. 11
Grant Finances.............................................................. 15
Budget Revisions .......................................................... 17
Expense Sheet .............................................................. 18
Thank You..................................................................... 19

June 2013
2012 Grant Proposal
In 2012, we requested grant funds from the
COPE Coalition in order to continue the
Agrinauts Training Program – a food
environment focused curriculum designed to
engage students in gardening while achieving
Florida Sunshine State Standards in math,
health and art. With this program, students will
achieve five objectives:
 recognize that nutrition is vital for human
health
 recognize our food environment and the
nutrition it provides
 master skills in growing, preparing,
marketing healthful meals
 further academic success by
accomplishing Sunshine state Standards
 connect with a broader Tallahassee community that is focused on food and nutrition
Project Goals and Objectives
Goals
 Master food
production/preparation
 Understand how we relate to
our neighborhood food
environment
Outcomes
 99% of students demonstrate
food production and prep skills
 99% understand where their
food comes from
 100% of students understand
importance of nutrition
Activities
 Cultivate organic garden
 Manage aquaponics system
 Construct solar cooker
 Demonstrate food
preparation/safety
Measure
 Food/environment survey –
conduct on the first and last day
of program
 Agrinauts Booklet – a
customizable journal that
students will use to track
progress

June 2013
Target Population at Success Academy
Table 1-1: Success Academy Target Population of 327 Students (Spring 2012)
Target Population at Second Chance
Table 1-2: Second Chance Target Population of 118 Students (Spring 2012)
Our Strategic Approach
During the planning phase of our program, we discussed how to approach the students at the
Ghazvini Learning Center with a food & environment curriculum. It was important to first
understand why the students were at GLC. The Second Chance students were there because of
their misbehavior in a Leon County public school. The Success Academy offered students whom
were falling behind in school the opportunity retrieve credits at an accelerated pace. If we were
to be prosperous in our efforts to teach food, health, & environment concepts and skills we would
have to do our best to not detract from the mission of GLC. Therefore, we decided to integrate as
many science and mathematics benchmarks as possible into the activities we designed. After
devising a list of all the benchmarks students would need in science grades 6-12 we highlighted
ones we could hit with gardening, greenhouse, cooking, and experimentation activities. Here is
an example of a great Life Science Benchmark required for all 8th
Graders in Florida:
0
50
100
150
200
250
300
Students
0
20
40
60
80
100
120
Students

June 2013
This benchmark, and benchmarks like it, became our foundation for building a useful curriculum.
In this case, understanding the process of photosynthesis is essential in understanding how our
neighborhood food environment works; it all starts with the Sun. In Unit 1 we planned to talk
about the power of the sun and how it impacts our planet and our food. We would explore these
ideas with hand-on activities such as the construction of a solar cooker, use of solar panels, and
an experiment to prove the process of photosynthesis. From there we could have a conversation
about what exactly plants need in order to produce the healthiest food possible (sun, soil, water,
carbon dioxide). What do plants create that humans and other animals need? Oxygen for us to
breath, and glucose, the chemical energy we need to survive. This would lead us into Unit 2,
nutrition; what nutrients do plants need? What nutrients do humans need? We wanted to stress
the importance of adequately nourishing our bodies and brains to power us and realize our
potential as powerful people. But where and how do people find food? We would consider how
ancient hunter-gatherers found food and contrast their food environment with the one of today;
saturated with fats, salts, and refined sugar. How do foods today affect our health? How do people
make dietary decisions? What role does advertising and marketing play in influencing our dietary
habits? The hands-on activities in this unit would include growing wheatgrass in order to make
nutritional wheatgrass beverages. Students would be prompted to discuss how food was
marketed and record mock commercials for the wheatgrass drink. Our final unit would look at
how our health is related to the health of our environment. From the alarming decline in
population of bees to the mountains of garbage piling up in the Philippines, what can we do to
reduce our impact on the ecosystems we depend on?
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
SC.8.L.18.1
Describe and investigate the process of
photosynthesis, such as the roles of
light, carbon dioxide, water and
chlorophyll; production of food; release
of oxygen.
Matter and Energy
Transformations
Life Science High

June 2013
We planned right up until the last week of
summer, but we had only enough content for the
fall semester; spring was still a mystery. After
many meetings, we decided that the spring
would be an opportunity to experiment with
open-source education. In other words, our daily
activities would be driven by the participants in
the class instead of us planning each class. The
hope was the projects started in the fall would
carry on into the spring and students would
assume ownership of their class experience.
Project Outputs
Over the last year, the COPE Community Grant helped us and our students:
 Engage over 200 students during a 9 month
period
 Maintain an organic aquaponics food
production system
 Maintain 12 organic raised-garden beds
 Add 9 more organic raised-garden beds
 Design and implement an edible landscape
 Design and construct an outdoor-portable
kitchen
 Harvest collard and mustard greens to stock
cafeteria line each week for over a month
 Build a hydroponics lettuce production
system
 Construct a solar cooker
 Add an additional day of class per week
 Add 6 additional classes per week
 Start a recycled-instrument band
 Give over 130 lectures on food & environment related topics
 Design 18 prezi/sketchup presentations
 Recrtuit 8 new volunteer teachers

June 2013
Project Outcomes
Deliverables
Though we were able to identify overall strides toward our outcome goals, we were not able to
meet the standards we set; falling short of 99-100% of students (1) demonstrating food
production and prep skills, (2) understanding where their food comes from, and (3) understanding
the importance of nutrition. Looking back, this was too tall of a goal to achieve. Nevertheless, we
wish to aim high again this coming here, with a revised goal of 65% competency in each of those
categories.
Our greatest success was exposing the Ghazvini students to the most basic aspect of a healthy
neighborhood food environment; the production of nutritious food. Students learned how to
properly germinate seeds, transplant seedlings, and tend to garden beds as well as harvest the
finished product. Harvested food was either taken home by the students or delivered to the
cafeteria to be placed on the line. Cafeteria Manager Ms. Levine exclaimed that students were
more likely to scoop salad onto their plate if she informed them that the lettuce was from the
school garden. In the fall semester, we organized students
into “family teams” which were tasked at maintaining their
family garden. Students cooperated in tending to their plot
of land which instilled a sense of ownership and
responsibility. At the end of the year, several students
approached us and said that the school’s garden inspired
them to continue gardening at home and in their future
schools.
Design Projects
In the spring semester, we expanded the garden and began
an edible landscape project that the students designed and
implemented. We gave the students a budget and began by
brainstorming the wants and needs of the landscape.
Following our brainstorming sessions, we measured the
proposed space and drafted to-scale models on graphing
paper. Mapping gave us an idea of how best to utilize the
space while we discussed basic landscape principles. From
there, the students decided which types of fruit trees they
wanted to incorporate and created a design based on the
placement of those trees. After two months of planning, we
successfully installed ten fruit trees, built four triangular
beds and equipped the space with a drip irrigation system.
Although we did not complete the full edible landscape
design, we are excited to repeat the design process for the
following semester and look forward to seeing new,
innovative concepts the students come up with.

June 2013
Students also decided that they wanted an outdoor kitchen because, up until that point, we were
only able to eat our vegetables raw and without much seasoning. We went through a four-week
design process and then constructed the kitchen; complete with a hot burner, toaster oven, and
sink. At the end of the year, several students approached us and said that the school’s garden
inspired them to continue gardening at home and in their future schools.
Cooking demonstrations
On two occasions, Chef ShacAfrica paid a visit to conduct cooking demonstrations with the
students. These were great activities because students were fully engaged in preparing healthy
dishes and really too pride in their cooking adventure. Chef Shac did a phenomenal job getting
the students to work together and allowed them the freedom to get creative and add their own
flare and flavor. Some students exclaimed that cooking was easier than they thought. An
unexpected outcome of Chef Shac’s demo was that many students felt more confident in the
outdoor kitchen they had built and began experimenting with it more; cooking kale chips with
onions, tomatoes, and all sorts of seasonings.
Program Challenges
One of our biggest challenges was tracking progress through the Agrinaut Booklets due to class
roster changes and poor organization. The booklets are a key component to providing a Curricula
Vitale of Agrinaut achievements as well as an excellent way to track changes in dietary behaviors.
We started off strong, capturing information about what students were eating, where they were
eating, and if they were cooking their meals or eating pre-made ones. The winter break threw a
wrench into our organizational structure because student rosters changed and our volunteer
team changed as well. This made it increasingly difficult to maintain the books and they were used
less in the second half of the year. We will overcome this challenge in the coming year after
experimenting with new strategies to encourage greater upkeep of booklets, such as leaving an
Agrinaut box in every class so that the students absorb the access and responsibility of the books.
Another challenge we faced and one that is shared by many teachers is ensuring students remain
engaged. We need greater and more consistent classroom management skills so students are
always focused on the task at hand. This means we must work at creating conditions were

June 2013
curiosity and self-determined learning can occur. Projects like the outdoor kitchen are effective
in keeping students curious.
Program Findings
We were able to determine from our survey at the start of the program that most students’ do
not consider fruits and vegetables as their favorite foods. Instead, more common answers were
hot wings, fried chicken, pizza, and hamburgers & fries. When we conducted the survey again at
the end of the school year, more students (though not the majority) answered with fruits and
vegetables including kale, broccoli, and tomatoes. We think this is partially a product of the
students answering more favorably for us, but we expect there is some truth and that students
are beginning to consider fruits and vegetables as an exciting part of their diets. All in all, the
experience of growing your own food, cooking or preparing it, and eating it with your peers seems
to have had a very positive impact on our students.
Student-Driven Curriculum
Almost all students are interested in learning through hands-on engagement. Sometimes they are
initially apprehensive or skeptical to participate, but if they see an opportunity to experiment,
design, build or imagine, they generally give in. For the students to see this opportunity, the
learning environment needs to be designed to allow for intuitive engagement in an activity. A lot
of thought and planning is required to design such an environment; if students are able to
participate in the design process, the resulting environment will reflect more opportunities to
future students. For instance, in designing the outdoor kitchen, we invited the students into the
design process. Although only a handful of students invested their efforts into the design process,
we were able to make an outdoor kitchen that is suited specifically to student’s needs and ideas.
From there, greater student participation was enacted in the building process as well as the
subsequent cooking demonstrations. Ultimately, we would like to bring those principles into all
of our future projects – the greater the student involvement in the process, the better we can
serve the students.
Lessons Learned
Of the three or so years we have been volunteering at the Ghazvini Learning Center, this past year
has been the most enriching experience yet! We have grown a lot, our ideas are beginning to
mature, we are more capable of implementing our projects, and we think this program can induce
permanent, positive changes in our education and food systems. Although our team membership
fluctuates as people ebb and flow through the program, the core group is growing in number and
talent.
Building Relationships
One lesson we have learned is that our program is only as strong as the collaborative partnerships
we form. Fostering these creative relationships requires effective communication, honesty, and
enthusiasm. People want to do good things, finding a way to connect with those people and plug
them into the program is an invaluable skill. Moreover, plugging into their work is not only a great
way to support your relationship, but an opportunity to learn from the experience. A good

June 2013
example of this is our connection with Chef Shac. To put it simply, Chef has hooked it up for us. In
return, we have helped Chef with some of her projects to
reciprocate her generosity.
Designing the learning environment
When a lesson plan does not go as well as you might have
planned, a teacher needs to be quick on their feet to roll
with the punches. Having a diverse classroom
environment allows teachers to change gears and engage
students in new subject matter. It requires thoughtful
design and heavy input from the students. For example,
after the outdoor kitchen was built, it became a platform
for students to explore. In a sense, it was like having an
extra teacher on staff. Students would find the culinary
activities fascinating and would learn through their own
direction.
Students like to customize their learning environment
In line with the previous point, students like to customize
their learning experience. Most students were excited
when we had painting or drawing activities.
Customization is a form of respect and promotes a sense
of stakeholdership. Thus, when students feel like
stakeholder, they are more likely to participate in a
positive way. This idea seems especially true when
students are sharing the experience with other people.
For example, each family team had to create a flag that
represented them as a group. Everyone got involved and
the awesome flags they made are proof of its success.
Growing food is great, tasting food is greater
And tasting the food you grew is the greatest! Students
are often skeptical throughout the entire process, from
seed to plate, but as the food grows, and they learn how to prepare something tasty with it, the
skepticism melts away. The most glaring example is the kale chips. At first, students are
vehemently opposed to even touching kale, even though it is one of the healthiest foods a human
could consume with more iron per calorie than beef and more calcium per calorie than milk! But
after washing it, lightly drizzling on some olive oil, dusting it with a little seasoning (perhaps garlic
powder?), baking it at 400o
for 10 minutes, letting it cool a minute or two out of the oven, and
finally tasting it? The students go wild! They start shouting out orders to each other, “we need
more kale!” They begin experimenting, throwing freshly cut onion, basil leaves, perhaps a tomato.
All of a sudden you are surrounded by kale aficionados and it would be social suicide to dis it!
Important Concerns
Our main concern is attracting the right talent to our program. This work can be difficult at times,
especially since the number of students can out-number our volunteer teachers 12 to 1,
sometimes 25 to 1. Dedicated, creative, intelligent, and thoughtful people are vital to the
sustainability of this program. Additionally, we need manpower to accomplish the objectives we
set for ourselves. For example, when life became busy, we fell behind in our grant reports. As they

June 2013
piled on, they became increasingly difficult to tackle. Having a person on hand dedicated to the
task of evaluating and reporting for this grant would have ideal.
Another concern is securing the funding needed to continue going. A lot of the work now is done
voluntarily, however we still need funds to support the projects we are developing with supplies
and materials. There are benefits to having financial constraints in that creativity, ingenuity, and
elbow-grease are forced to the surface making the projects more resource efficient and often
times environmentally friendly. Nevertheless, having some funds ensures that we can get the job
done each week. In addition to applying for grants, we look forward to establishing mechanisms
that will raise revenues thru the productivity of the program.
Attracting Additional Resources
This grant has allowed us the opportunity to take our program to the next level and since receiving
it, we have been recognized in a number of mediums, including a documentary film, WFSU radio
spot, and New York City based Food Blog Article (please click the links below):
 WFSU Radio Spot: “Voices from the Classroom”
 Local Documentary: “As We Grow”
 New York City Food Blog Article: “The Student Organization that Grew”
Additionally, we have made in roads with organizations such as PeaceJam of Florida State
University and the Agricultural Club of Florida A&M University.
Finally, we received a $2,000 grant from the Foundation for Leon County Schools to develop an
edible landscape at the Ghazvini Learning Center.
Future Plans
Three years into our exploration we are seeing clear links between a healthy food environment
and a healthy educational environment. Both support each other toward overall health
attainment. Unfortunately, the prevailing education system suffers from many ailments most
fervent of which is a rigid, stale, and alienating system that prevents students from identifying
their real passions and talents. One-size-fits-all standardized tests and an antiquated lecture-style
of teaching fail to neither spark curiosity within our students nor challenge their creativity in a
way that will equip them for a future driven by technological advancement, changes in our
environment, or skills to support a self-sufficient lifestyle. The resulting trends are bored students,
uninspired by what should inspire us most: learning. Students are increasingly churning out under-
qualified and underprepared for a shifting economy, leading them toward low skill jobs or worse
a victim of structural unemployment. These are forces that affect our students, their health, and
the health of their communities.
The Agrinauts Training Program aims to work with students to ameliorate some of these stressful
trends by creating a classroom experience that is relevant, engaging, and ultimately fun. Fun is an
intrinsic human motivator. When people are having fun, they can achieve what Mihaly
Csikszentmihalyi calls “Flow,” a state in which a person is fully immersed and motivated in an
activity. LeBron James achieves flow when he is on the basketball court, Malcolm Gladwell

June 2013
achieves it when he writes a great book, and many people also
achieve it in school as they attain new and enriching
knowledge. We wish to facilitate the opportunity for our
Agrinauts to achieve “flow.”
Our concept is somewhat simple: make school a game. This
approach is based on a successful school in New York City called
“Quest to Learn” in which players (students) have the
opportunity to play an on-going game in the classroom and
freely explore fields of study they may find appealing. We want
to immerse the player into an interactive educational
experience where they can advance at their own pace,
collaborating with players, and overcoming challenges that
have real impacts on our community. Game designers
understand what motivates people to play their games. We
want to incorporate some of these dynamics into the
classroom experience in a culturally relevant manner. This
allows students to reach what is already natural to them, a
passion to learn. These dynamics include a storyline that can evoke student emotion, quests that
require students to make meaningful choices, feedback mechanism that give students real-time
information about their performance, and a way to share with others their experience and
progress in the classroom.
For many of the students we teach, their participation at GLC is their last chance at succeeding in
the academic world. Yet as we have each personally witnessed, these students have tremendous
potential to do big things in the world. We want to empower these students with the tools they
need to navigate a healthier food environment and an ever changing techno-economic landscape.
Storyline
We need to piece together a formalized curriculum that mindfully utilizes gaming dynamics. We
prototyped a simple storyline for fall 2012 in which Tallahassee had elected an over-the-top
eccentric mayor who, by no ill-intent, created awful policies due to his peanut-sized brain and
larger than Mars vanity. As he implemented the policies, Agrinauts would work on projects or
experiments that tied into the story:
Mayor Plum introduced a donut filled energy drink called SLARD to all public schools and
grocery stores. During the in-class Prezi presentation, we analyzed the nutritional content of
SLARD (really the nutrition facts of Coca-Cola) and responded the Mayor’s policy by growing
and juicing wheatgrass as a healthy alternative.
The in-class interaction was a success because it was unique! It got the students attention; they
even had funny and often repulsed reactions to the mayor. For this next year, we are considering
adding depth to the story in order to make it more culturally relevant to the students. One idea is
to develop a male and female protagonist that the students can more closely relate to.

June 2013
Guilds
In his book, “The Multiplayer Classroom” Lee Sheldon defines a guild as a community of players
with common goals. In our adaptation of guilds, we are attempting to offer students the
opportunity to join teams surrounding a specific learning objective (whether it is to master
gardening skills, culinary skills, writing skills, etc.) The characters portrayed in the storyline will
serve as guild-masters in which students will be able to “interact” with them in the garden and
greenhouse and these characters will issue educational students challenges. Physically, they will
just be mannequins or cardboard cutouts, but they will have monologues and personalities that
will help automate the learning process so players can advance in the fields they choose at a pace
that meets their comfort and needs.
This is an aspect of the game
where we can plug in experts
from the community and maybe
base the guild-masters off of real
people! For instance, in the
gardening guild, the guild-master
may resemble the local
gardening expert, the Man In
Overalls.
Guilds will help us keep track of
student progress; as students
complete successive objectives,
they will receive credit from the
guildmaster that they can add
to their Agrinaut books.
Students will receive sufficient feedback on their performance and build their résumé. The
objectives become increasingly more difficult, autonomous and specialized as the student
progress through the guild/
Ex. Journalist Guild
 Mission 001: Student writes a simple journal entry about their favorite food (+ XP)
 Mission 002: Read, write and Tweet an article about a food issue (+ XP)
 Mission 003: Write a report on genetically modified food (+ XP)
 Mission 004: Write a blog post/report on Agrinauts (+XP)
 Success! You earned the Pullitzer Reporter’s Badge!
Sandbox
Spaces designated as “sandboxes” are areas where open-source, free-form activity is permitted;
just like in a sandbox. We want to encourage an environment where students can direct their own
path and take the resources from their surroundings to build something great for themselves. The
outdoor kitchen is an excellent example of an emerging sandbox as students spontaneously
decided to make kale chips, even though that was not part of our scheduled activity. It is clear
Mayor Plum introduces SLARD to the public in his weekly address

June 2013
that the students want to be active; we simply need to provide a space where students can
flourish.
Makerspace
“The future needs people who can creatively
Make,” –The Makery in NYC. Makerspaces are
popping up around the world as community
spaces where people come together to make
things! We have been building one at the Ghazvini
Learning Center with the intention to stretch the
imaginations of the Agrinauts. In a makerspace,
resources are recycled to create new and exciting
things, solve problems, learn computer
programing, circuitry, metal/wood work, and
much more.
Stakeholders
Understanding out stakeholder and plugging our
community into the program is the next most
important step in progressing. There are countless
professionals and knowledgeable people whom
could have a great deal of positive impact on the
Agrinaut students. Some people we are on the
lookout for include:
Teachers: Ghazvini teachers confirmed a deep commitment to the program’s success and seek
greater integration of the garden and the classroom. We need to be responsive not only to the
needs of the students, but to the teacher’s expectations as well.
Gardeners: Folks that have been gardening in Tallahassee can contribute to transferring
essential technical, cultural and other nuanced information that we need to maintain.
Entrepreneurs: As the dynamics of our employment structure mechanize, it is going to be
increasingly important for students to recognize relationships and think creatively.
Entrepreneurs are experts at this and will be able to pass down their skills
Artists: We are looking for a creative and artistically talented person to help storyboard our
campaign and make the "graphics," develop characters and write an emotional and inspiring
storyline
Scientists/Mathematicians: People who understand math and science and can help us convey
some of their intuition to the Agrinauts.

June 2013
Grant Finances
Table 2-1: Original Grant Budget with revised column and expenses-to-date column
Program/Project
Expenses
This Grant Narrative Revised Budget
Expenses-to-
date
Salaries and Wages
$ 4,804.60
3 Part-Time (20% of work week)
Agrinaut Directors
@ $133.46 per month x 12 months =
$4804.6 $ 5,100.00 $ 2,666.00
Benefits and Taxes $ - $ - $ -
Salaries and Benefits
Subtotal $ 4,804.60 $ 5,100.00 $ 2,666.00
Contracted Services /
Professional Fees $ 300.00
Greenhouse Drainage Repair
(estimated at $300) $ 150.00 $ 15.00
Equipment and
Supplies
$ 1,673.40
Agrinaut Booklets $450
Timers $30
Daphnia / Size .42 Ounces $18 Fish $50
5 Stage Reverse Osmosis Water Filter
$146.69 Aquarium Heater $17.99
Rubber electrical cord insulation $20
General Foam Plastics 4' Round Solid
Poly Pool $10
Pruning Tools $100 Soil $400 Seeds
$100.73
Trellis $15 $ 3,000.00 $ 2,964.56
Marketing /
Communications $ - $ - $ -
Events / Meetings
$ 200.00
Training Breakfast $150
3 Training Events (one at FAMU, FSU,
TCC) $50
Training
$ 150.00
Facing the Future Curriculum Materials
$150 $ 250.00 $ 250.00
Travel / Mileage $ -
Construction /
Renovation
Costs
$ 2,772.00
28" Snap-Fan $1400
Weather Station $250
Sump Pump (5A swamp cooler) $40
Water Pumps $100
Solar Cooker $150
55 gal Rain Catchment Barrels $96
Gutter System $24 In line pump for
barrels $40 Solar Panel $672 $ 1,500.00 $ 1,410.63
Other $ -
TOTAL EXPENSES $ 10,000.00 $ 10,000.00 $ 7,306.19

June 2013
Table 2-2: Original Budget Proposal (Green), Revised Budget (Gray), and Expenses-to-date (Orange)
Table 2-3: Dollar Amount Change between Original Budget and Revised Budget
$-
$1,000.00
$2,000.00
$3,000.00
$4,000.00
$5,000.00
$6,000.00
Original Budget
Revised Budget
Expense-to-date
($1,500.00)
($1,000.00)
($500.00)
$0.00
$500.00
$1,000.00
$1,500.00
Salaries and Wages
Contracted
Services/Professional Fees
Equipment and Supplies
Events/Meetings
Training
Construction/Renovation Costs

June 2013
Budget Revisions
Table 2-2 shows the breakdown in our budget from our old version (in green) to our revised
version (in grey). During our planning phase over the summer, we decided to flip our budget.
Table 2-3 shows how we flipped the budget for construction/renovation costs with the budget for
equipment/supplies. The reason being that once we ironed out the curriculum we realized we
were going to need more supplies on hand to accommodate a variety of projects. Instead of
investing in construction for solar panels and new fans, we would spend money on things the
students could directly use or make from. This was especially important during the spring
semester when our projects were most resource intense.
We removed funds for a contracted services and events/trainings and added funds to salaries,
training conferences, and bookkeeping fees.
Below you will see our expense sheet which includes $2600 still left to spend. Part of the reason
we have funds left over is that we have not yet fully paid two of our directors and will do so in the
coming weeks.

June 2013
Expense Sheet
DATEVENDORITEMUTILITYUNITPRICEQUANTITYPRICETAXTOTAL
2012-08-01EvershineHydroponics**EvershineDiscount****DISCOUNT**$206.70-0.10-$20.67N/A-$20.67
2012-08-01EvershineHydroponicsAquaponicsGardeningBookEquipment&Supplies$29.952.00$59.90$4.04$63.94
2012-08-01EvershineHydroponicsSGPAirTubing1/4"x20'Equipment&Supplies$5.952.00$11.90$0.80$12.70
2012-08-01EvershineHydroponicsSGPOxyStone2"Equipment&Supplies$2.758.00$22.00$1.49$23.49
2012-08-01EvershineHydroponicsSGPRocks65lbEquipment&Supplies$32.001.00$32.00$2.16$34.16
2012-08-01EvershineHydroponicsActiveAirAirPump1050GPH8outletEquipment&Supplies$65.951.00$65.95$4.45$70.40
2012-08-01EvershineHydroponicsActiveAquaWaterPump160GPHEquipment&Supplies$14.951.00$14.95$1.01$15.96
2012-08-02PetcoFreshwaterMasterTestKitEquipment&Supplies$31.991.00$31.99$2.40$34.39
2012-08-02PetcoColonyFreshwaterBacteriaEquipment&Supplies$9.992.00$19.98$1.50$21.48
2012-08-22Lowe's1.5CFMoistureGardenSoilMGEquipment&Supplies$6.9710.00$69.70$0.00$69.70
2012-08-22Lowe'sHudsonWet/DryHose-EndSprayeEquipment&Supplies$7.882.00$15.76$0.00$15.76
2012-08-22Lowe's33”ShowerWandwithZincHeadEquipment&Supplies$8.972.00$17.94$0.00$17.94
2012-08-22Lowe's5/8”x50’LightDutyHoseEquipment&Supplies$9.981.00$9.98$0.00$9.98
2012-08-27Apple,Inc.AppleiPad216GBwithWi-FiEquipment&Supplies$399.003.00$1,197.00$0.00$1,197.00
2012-08-27Apple,Inc.AppleVGAAdapterEquipment&Supplies$29.003.00$87.00$0.00$87.00
2012-08-27OtterBoxiPad2DefenderSeriesCaseEquipment&Supplies$89.953.00$269.85$0.00$269.85
2012-08-27GardeningwithKidsSuntrackerEquipment&Supplies$99.951.00$99.95$0.00$99.95
2012-08-27GardeningwithKids5-in-1WeatherStationEquipment&Supplies$9.951.00$9.95$0.00$9.95
2012-08-27GardeningwithKidsCatchtheWind,HarnesstheSunEquipment&Supplies$16.951.00$16.95$0.00$16.95
2012-08-27GardeningwithKidsFrenchFriesandtheFoodSystemEquipment&Supplies$26.951.00$26.95$0.00$26.95
2012-08-27GardeningwithKidsCarnivorousCreationsEquipment&Supplies$24.951.00$24.95$0.00$24.95
2012-08-27GardeningwithKidsTickleMePlant™GrowingKitEquipment&Supplies$12.951.00$12.95$0.00$12.95
2012-08-27GardeningwithKidsPollinatorFieldJournalEquipment&Supplies$3.951.00$3.95$0.00$3.95
2012-08-27GardeningwithKidsPlantCamEquipment&Supplies$99.951.00$99.95$0.00$99.95
2012-08-27GardeningwithKidsWaterQualityTestKitEquipment&Supplies$45.951.00$45.95$0.00$45.95
2012-08-27GardeningwithKidsSustainableEarthLabEquipment&Supplies$59.951.00$59.95$0.00$59.95
2012-08-27Amazon.comSafetyGogglesEquipment&Supplies$17.591.00$17.59$0.00$17.59
2012-08-27Amazon.comBromothymolBlueSolution125mLEquipment&Supplies$9.951.00$9.95$0.00$9.95
2012-08-27Amazon.comDimensionalManEquipment&Supplies$26.371.00$26.37$0.00$26.37
2012-08-27Staples.comEco-FriendlyCompositionNotebook,9-3/4"x7-1/2"Equipment&Supplies$1.00120.00$120.00$0.00$120.00
2012-08-28ErikaMorganErikaPayrollSalariesandWages133.54$534.00$0.00$534.00
2012-08-28TJShafferTJPayrollSalariesandWages133.54$534.00$0.00$534.00
2012-09-20KuntryCarterCompostConstructioin3.7584$315.00$0.00$313.55
2012-10-21AmonteMartinLanscapeDraftingSuppliesEquipment&Supplies$50.002$100.00$0.00$100.00
2012-10-21WesShafferWes'sWageSalariesandWages$133.504$534.00$0.00$534.00
2012-12-03ErikaMorganPayrollSalariesandWages$532.001$532.00$0.00$532.00
2013-01-07TJShafferPayrollSalariesandWages$532.001$532.00$0.00$532.00
2013-01-07ErikaMorganPayrollSalariesandWages$532.001$532.00$0.00$532.00
2013-01-07KuntryCarterCompostConstructioin$210.001$210.00$0.00$210.00
2013-01-07RyanKilbridgeWood,nails,screws,strawConstructioin$307.891$307.89$0.00$307.89
2013-01-07RyanKillbridgeSeedsEquipment&Supplies$139.121$139.12$0.00$139.12
2013-01-07ThomasShafferWood,nails,screws,drillConstructioin$326.691$326.69$0.00$326.69
2013-01-07TSGiGrowtriptoGrowingPowerTraining$250.001$250.00$0.00$250.00
****MONEYLEFTFORSALARIES2654.81
SUBTOTAL:7327.34
TAX:17.85
TOTAL:7345.19
GRANT
TOTAL10000

June 2013
Thank You
This has been a remarkable experience, thank you so much!

Agrinauts Final Report

Recommended

Recommended

More Related Content

Similar to Agrinauts Final Report

Similar to Agrinauts Final Report (20)

More from Wes Shaffer

More from Wes Shaffer (8)

Agrinauts Final Report