In order to get a better idea of how to plan an environmental education program, we will look at an example of how an environmental education program was developed, implemented, and evaluated using the Planning-Process-Product (PPP) evaluation model summarized in the table below. The example we look at is a case study of an environmental education program in the Morro do Diabo State Park, located in the state of Sao Paulo in Brazil. All the information pertaining to this case study is taken from the paper of Suzana M. Padua and Susan K. Jacobson.

Diagram of the Planning-Process-Product Evaluaion Model
Planning	Process	Product
needs	methods	achievemnt of goal and objectives
community participation	design and establishment of activities	expected results
goals and objectives	strategies (pre-visit, on site post-visit)	unexpected results
available resources (human and material)	staff training	use of data for program support
institutional support	administration	dissemination of results
budget
Decisions: program structure and design	Decisions: changes and improvement	Decisions: changes and future

The Planning Evaluaion Stage:

• Needs- The researchers took an initial survey to assess local students' knowledge about the park. They found that there was little prior knowledge because the Morro do Diabo Park has never implemented and environmental education program before. By conduction the survey, the researchers found great interest in participating in this new program on the part of the school teachers and staff. So this initial survey served as a great public relations tool to generate interest and support in the project. The researchers also conducted preliminary interviews and found that the public was not aware of the biodiversity and cultural history of the park. The researchers noted that enhancing awareness of the local population would help the conservation of the park because the park was not maintained adequately by the government.
• Target Public- This research project targeted local students in the surrounding park area. The researchers spent several months with the community to find out how to best involve the public in the program. The education program was designed for all students in the region, but the researchers chose a sample population from the nearby city of Mirante do Paranapanema to measure the effectiveness of the program.
• Goals and Objectives- 
• The researchers developed the following goals after evaluating the initial surveys and interviews:

                  "1. to introduce the local students to the park and its natural resources
                    2. to instill an appreciation of the natural world
                    3. to foster an understanding of ecological concepts
                    4. to develop a structured, continuing education program
                    5. to train local community members to maintain the education program" (directly taken out of text)

• They also developed the following objectives:

                   "After participating in the program, the students would be able to:              
                    1. list reasons for the park's existence
                    2. name local animal and plant species
                    3. identify three ecological concepts
                    4. show positivie attitude shifts toward the park or its flora and fauna
                    5. serve as vehicles to involve other members of the community in conservation activities
                    6. show evidence that the achievement of the goals and objectives outlined above made a significant change in students' attitudes and behavior" (directly taken from text)

• Resources and Constraints- The researchers collected data on natural and human resources, time, funds, facilities, and equipment. They gave examples of resources nature trails, signs, nature guides, visitor center, and exhibits.
• Institutional Support and Funding Proposals- It was important that the researchers submited an education project proposal and remained in contact with the directors of the Forestry Institute of Sao Paulo. They, however, submited funding proposal to several other institutions to bypass bureaucracy and broaden resources. They received funding from the Canadian Embassy in Brazil, Appenheul Zoo, the Fanwood Foundation, the Wildlife Preservaion Trust, the World Wildlife Fund, the U.S. Fish and Wildlife Service, and community donations. 

The Process Evaluation Stage:

• The researchers used questionnaires to evaluate the effectiveness of the activities. They checked for the following criteria:

                  "1. the difficulty of the vocabulary
                    2. the appropriateness of the activities for the age groups
                    3. the duration of the activities
                    4. the degree of stimuli sufficient to motivate learning
                    5. the amount of material learned"

• Method- The researchers divided the program into three stages: pre-visit activities, on-site activities, and postvisit follow-up activites. The activities included environmental games, live animal contact, and written material. 
• Design and Establishment of Program Activities- Pre-visit activities included a slide show and didactic material distributed to the teachers beforehand. On-site activites included visits to three different nature trails groups of 12 to 15. Post-visit activities included games and hand-outs about the park.
• Staff Training and Administration- The researchers trained four high school students and two park employees as nature guides.

The Product Evaluation Stage:

• The researchers noted that by assessing the effectiveness of an environmental program, one could generate support for the program and bring about initiation of new programs.
• Expected Outcomes- The researchers gave a pretest, a post-test, and a retention test to both the experimental and control groups of students. They found that there were significant differences between the experimental and control groups.
• Unanticipate Outcomes- The education program brought over 6000 students to the Morro do Diabo Park during the first year and around 8000 in the following year. There was evidence of public interest in the park and the conservation of nature in general. The local population spoke up when there were issues concerning the park and helped the preservation of the park in the coming years.

Conclusion:

"Developing coutries, such as Brazil, need effective approaches to make people aware of the importance of nature conservation so that processes such as deforestation may be averted. The results of this study show that environmental education can be a  powerful means to create awareness of the importance of nature conservation."

Source: Padua, Suzana, Jacobson, Susan K. (1993, Summer). A Comprehensive Approach to an Environmental Education Program in Brazil. Journal of Environmental Education, v24, n4, p29-36.

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