Opportunity Information: Apply for NOIP16AC00500
Apply for NOIP16AC00500
- The Department of the Interior, National Park Service in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Upgrade G-WOW Curriculum - APIS" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 15.945.
- This funding opportunity was created on Sep 27, 2016.
- Applicants must submit their applications by Oct 07, 2016. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $55,999.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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Opportunity Summary:
The Upgrade G-WOW Curriculum - APIS opportunity is a National Park Service (NPS), Department of the Interior cooperative agreement focused on updating and strengthening the G-WOW (Gikinoowizhiwe Onji Waaban, or Guiding for Tomorrow) Changing Climate, Changing Culture Initiative. The core purpose of the agreement is to refine an existing climate education and engagement curriculum so it better communicates how climate change is affecting the Lake Superior coastal region, including its ecosystems, local economies, and the lived experiences of the people who depend on and steward that place. Rather than creating a generic climate module, the work centers on improving a distinctive, place-based learning model that ties together climate science with on-the-ground evidence from the region.
A defining feature of G-WOW, and a major reason for the curriculum upgrade, is its integration of scientific climate research with culturally grounded observations and knowledge, particularly those connected to Ojibwe (Lake Superior Chippewa) lifeways. The initiative explicitly frames climate impacts on culturally important practices as meaningful indicators of broader environmental change that affects all communities, not only Tribal Nations. In practical terms, the curriculum is designed to help learners see climate change not just as abstract data trends, but as changes that are visible in local conditions, seasonal patterns, resources, and cultural practices. This emphasis addresses what the opportunity describes as a common gap in climate training: failing to connect science to place-based evidence and the social, cultural, and economic realities that climate change disrupts.
The cooperative agreement is structured as a task agreement between NPS and the University of Wisconsin/Extension (UWE), which is identified as the recipient partner for the work. The project approach is collaborative and engagement-driven, aiming to bring Native perspectives directly into climate education by involving Native communities alongside educators and students. The curriculum improvements are meant to support practical climate literacy, including helping participants understand mitigation and adaptation options and what actions can be taken in response to observed and projected changes.
In terms of administrative details, this opportunity is listed under Funding Opportunity Number NOIP16AC00500 and uses the cooperative agreement funding instrument, reflecting an expectation of active involvement and coordination between the federal agency and the recipient rather than a hands-off grant. The CFDA number attached to the opportunity is 15.945. The total funding amount is capped at an award ceiling of $55,999, with one expected award. The opportunity was created on September 27, 2016, with an original closing date of October 7, 2016. Eligibility is described broadly as "Others" with additional clarification referenced in the original posting, but the narrative and agreement language indicate the work is specifically set up with University of Wisconsin/Extension to carry out the curriculum upgrade.
Overall, the opportunity supports a culturally relevant climate literacy model that uses Lake Superior as the learning landscape, elevates Ojibwe knowledge and experience as central evidence of change, and strengthens educational materials so they more effectively connect climate science to real-world impacts on environments, people, and economies. While grounded in the Lake Superior Ojibwe context, the model is also presented as transferable, meaning the upgraded curriculum is intended to serve as a template that could be adapted for other locations and cultures seeking to teach climate change through locally meaningful, community-connected evidence.
FAQs: Upgrade G-WOW Curriculum - APIS (NPS Cooperative Agreement)
What is the "Upgrade G-WOW Curriculum - APIS" opportunity?
It is a National Park Service (NPS), Department of the Interior cooperative agreement focused on updating and strengthening the G-WOW (Gikinoowizhiwe Onji Waaban, or Guiding for Tomorrow) Changing Climate, Changing Culture Initiative curriculum.
What is the core purpose of this cooperative agreement?
The purpose is to refine an existing climate education and engagement curriculum so it more effectively communicates how climate change is affecting the Lake Superior coastal region, including ecosystems, local economies, and the lived experiences of the people who depend on and steward the region.
Is this funding meant to create a brand-new climate curriculum module?
No. The work is centered on improving an existing, distinctive, place-based learning model rather than creating a generic climate module.
What does "G-WOW" stand for?
G-WOW stands for Gikinoowizhiwe Onji Waaban, translated as Guiding for Tomorrow.
What initiative is being supported through this curriculum upgrade?
The curriculum upgrade supports the G-WOW Changing Climate, Changing Culture Initiative.
What geographic area is the curriculum focused on?
The curriculum is focused on the Lake Superior coastal region, using Lake Superior as the primary learning landscape.
What kinds of climate impacts is the curriculum intended to communicate?
The curriculum is intended to communicate climate impacts on the Lake Superior coastal region, including impacts on ecosystems, local economies, and the lived experiences of people connected to the area.
What makes the G-WOW curriculum approach distinctive?
A defining feature is its integration of scientific climate research with culturally grounded observations and knowledge, particularly those connected to Ojibwe (Lake Superior Chippewa) lifeways.
How does the curriculum connect climate science to community experience?
It emphasizes place-based evidence and on-the-ground observations, helping learners see climate change as changes visible in local conditions, seasonal patterns, resources, and cultural practices, rather than only abstract data trends.
Why does the opportunity emphasize culturally grounded observations, including Ojibwe knowledge?
The initiative explicitly frames climate impacts on culturally important practices as meaningful indicators of broader environmental change that affects all communities, not only Tribal Nations.
What gap in climate education is this project trying to address?
The opportunity describes a common gap in climate training as failing to connect climate science to place-based evidence and to the social, cultural, and economic realities that climate change disrupts. The curriculum upgrade is intended to address that gap.
Who is the federal agency offering the opportunity?
The federal agency is the National Park Service (NPS), within the Department of the Interior.
What type of funding instrument is being used?
The opportunity uses a cooperative agreement funding instrument.
What does it mean that this is a cooperative agreement rather than a traditional grant?
Based on the description, it reflects an expectation of active involvement and coordination between the federal agency (NPS) and the recipient, rather than a hands-off grant relationship.
How is the agreement structured?
The cooperative agreement is structured as a task agreement between NPS and the University of Wisconsin/Extension (UWE).
Who is identified as the recipient partner for this work?
The University of Wisconsin/Extension (UWE) is identified as the recipient partner.
Is the project expected to be collaborative?
Yes. The approach is described as collaborative and engagement-driven, with an emphasis on involving Native communities alongside educators and students.
How are Native perspectives intended to be included in the curriculum improvements?
The project aims to bring Native perspectives directly into climate education by involving Native communities in the curriculum work, alongside educators and students.
What practical learning outcomes is the upgraded curriculum meant to support?
The curriculum improvements are meant to support practical climate literacy, including helping participants understand mitigation and adaptation options and what actions can be taken in response to observed and projected changes.
What is the Funding Opportunity Number (FON)?
The Funding Opportunity Number is NOIP16AC00500.
What is the CFDA number associated with this opportunity?
The CFDA number attached to the opportunity is 15.945.
How much funding is available under this opportunity?
The total funding amount is capped at an award ceiling of $55,999.
How many awards are expected?
One award is expected.
When was the opportunity created?
The opportunity was created on September 27, 2016.
What was the original closing date for the opportunity?
The original closing date was October 7, 2016.
Who is eligible to apply?
Eligibility is described broadly as "Others," with additional clarification referenced in the original posting. However, the narrative and agreement language indicate the work is specifically set up with the University of Wisconsin/Extension to carry out the curriculum upgrade.
Does the opportunity indicate that the work is limited to a specific organization?
Yes. While eligibility is labeled broadly, the description indicates the agreement is set up as a task agreement with the University of Wisconsin/Extension (UWE) as the recipient partner for the work.
What audiences does the curriculum reference in terms of engagement?
The project description references involving Native communities alongside educators and students, with the goal of strengthening climate education and engagement.
Is the upgraded curriculum intended to be usable beyond the Lake Superior region?
Yes. While grounded in the Lake Superior Ojibwe context, the model is presented as transferable and intended to serve as a template that could be adapted for other locations and cultures.
What is meant by "place-based" in the context of this curriculum?
In this opportunity, "place-based" refers to tying climate science to the Lake Superior coastal region through local, on-the-ground evidence, community experiences, and culturally significant observations connected to the place.
How does the curriculum treat culture in relation to climate impacts?
Culture is treated as a central lens for understanding climate change, with impacts on culturally important practices framed as meaningful indicators of broader environmental changes affecting the region and its communities.
What types of real-world impacts does the curriculum aim to connect to climate science?
It aims to connect climate science to real-world impacts on environments, people, and economies in the Lake Superior coastal region.
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