Mini-Grant Application for School Year 2016

Submitted by: Melanie Tahan Email: tahanm@flaglerschools.com Grade Level: Pre-Kindergarte Subject: Technology, Science, Social St
Co-Applicant: Email: Grade level: Subject:

School: Rymfire Elementary School Type: Public Grade Levels:Pre-Kindergarte County:Flagler

Approx. Enrollment: 1138 Number of teachers:78 % of Free and Reduced Lunch:74%

School Address:

1425 RYMFIRE DR Rymfire Elementary School

Phone: 3862064600 Principal:Barbara Sauvelpahkick Email: sauvelpahkickb@flaglerschools.

Project Title: The Hammock
Project Dates: September -April 2017 Grade Levels:

Focus Area(s) :Technology- STEM- Play - Creation

Abstract:
Creating The Hammock ~ A Learning Playground for Our Youngest Innovators Rieber, L. (1996) cites play as an important mediator for learning and socialization. He elaborates, stating that a misconception is that play is easy. Rather, play encourages invaluable critical thinking opportunities and open-ended challenges that will increase the ability to problem solve throughout life. Our goal is to provide our youngest learners with opportunities to create, think critically, communicate and collaborate in an exciting learning environment equipped with technology and creation tools not available to them in the classroom. We are seeking funding for Pre-K -2nd grade technology tools and programs that will engage students in coding, engineering with robotics, movie-making, and artistic projects. Our Hammock space will incorporate both hands-on and technology components, and will allow students to apply and extend their knowledge of standards they are learning in the classroom. Along with benefiting our early elementary population, this is a collaborative project including eight fifth and sixth grade Community Problem Solvers. Students involved in Community Problem Solving learn powerful lessons throughout this process while also making a positive impact in real life. These students have been actively involved in developing this project, and will be instrumental in both implementation and mentoring of the K-2 students once the newly imagined place is brought to life. Rieber, L. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games

Proposal:
1.) Combining the ability to encourage leadership for our oldest students while also providing opportunities for our youngest learners to interact with technology tools that currently exists only in the upper grades, makes this an innovative project. By locating our Hammock space in our school’s library media center, we are allowing for collaboration between the classroom teacher and Library Media Specialist, resulting in increased support and varied expertise for students. Additionally, students will learn about the power of coding, and how even the simplest programs can make a big impact on the world. From hospitals, to banking, to theme parks, and art....virtually every industry relies on coding in some way. The digital age is here to stay and this project will enable our students the beginning steps needed to create code. 2.) Multiple subject area standards will be addressed through this project. Here are some examples: Pre-K Physical Development- 1D1, 1D2 Students will demonstrates increased control of small motor muscles and hand-eye coordination to perform simple tasks through the use of our hands-on learning stations using the OSMO and Cubettos manipulatives. Approaches to Learning- 2A1, 2B1, 2C1, 2D1 Students will demonstrate eagerness and curiosity when engaging in play through our Hammock hands-on and technology resources. They will practice attending to tasks for a brief period and seeking help when needed. Additionally, students will approaches daily activities with creativity and show initial signs of planning and learning from their experiences. Social Studies- 5Cc1 Students will show awareness of and learn to interact with technology by engaging in beginning coding with the Ozobots, Cubetto, and Osmo devices. Creative Expression through the Arts- Dd1, Dd2 Students will create dramatic play and theatre to communicate an idea using the Green Screen DoInk and Sock Puppet apps. Kindergarten- 2nd Grade Models and Simulations- SC.K2.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering., SC.K2.CS-CS.1.4 Solve questions individually and collaboratively using models., SC.K2.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering. Students will explore models and simulations by creating hands-on examples of real-world objects. Using the maps that are included in Cubettos and Ozobots, students will create micro-worlds and program robots to complete real-world tasks. Problem-Solving and Collaboration- SC.K2.CS-CS.2.2 Solve age-appropriate problems (e.g., puzzles and logical thinking programs) with or without technology (i.e., computational thinking)., SC.K2.CS-CC.1.3 Collaborate and cooperate with peers, teachers, and others using technology to solve problems. Students will solve problems and create programs using the coding and robotics tools. For example: Students can design a program for the Ozobot to locate and alert hearing impaired individuals that they need to evacuate their homes. Math- SC.K2.CS-CS.2.3 Solve real life issues in science and engineering using computational thinking., SC.K2.CS-CS.2.4 Define an algorithm as a sequence of defined steps., SC.K2.CS-CS.2.7 Develop and present an algorithm using tangible materials. Students will create their own algorithms using the OSMO, Code-a-pillars, and Cubetto tools. Storytelling/Theatre- SC.K2.CS-CS.2.6 Illustrate thoughts, ideas, and stories in a step-by-step manner using writing tools, digital cameras, and drawing tools., SC.K2.CS-CS.3.1 Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas., SC.K2.CS-CS.3.2 Create, review, and revise artifacts that include text, images, and audio using digital tools. Students will create their own stories using Apple iPad tablets and the Sock Puppets, and Green Screen DoInk apps. Students will also use these tools to create artifacts of their learning and demonstrate their knowledge of concepts. Technology- SC.K2.CS-CS.6.1 Identify tasks that are made easier because of computers., SC.K2.CS-PC.2.1 Identify and describe how people use many types of technologies in their daily work and personal lives., SC.K2.CS-PC.2.3 Recognize that people use computing technology in the workplace to perform many important tasks and functions., SC.K2.CS-CS.4.3 Explain that a computer program is running when a program or command is executed. By creating programs that apply to real-world concepts, students will gain a better understanding of technology and technology careers. 3.) The Hammock will provide a learning space that is child-centered along with educational opportunities our younger students would not have otherwise. It also will help to address standards that many teachers feel they do not have time to teach. With guidance and support from the Media Specialist and Flagler County District Digital Support Colleagues we will build opportunities over time that will ensure these critical standards are not being left behind. Additionally, this entire endeavor is providing eight older students with the real world experience of creating a community project for students other than themselves. Along the way they will have successes and also obstacles they will have to overcome. Future jobs for all of these students will require collaboration and communication in a globally digital world. Clearly, the long-lasting effects of this project will extend well beyond the completion of the Hammock learning space. 4.) Students will utilize the OSMO, Cubetto, Code-A-Pillar, and Ozobots to create their own codes and program the robots or onscreen characters to move. The OSMO system incorporates real-world coding tiles, which interacts with the OSMO coding app. Students solve problems on the iPad screen by creating the proper algorithm with the coding tiles. Cubetto and Ozobots are both robots that students will have the opportunity to program. With Ozobots, students will use markers to draw color combinations, coding the robot to spin, stop, flash colors, etc. With Cubetto, students program a wooden robot to perform various tasks using coding blocks. The Code-A-Pillar differs from the other devices, as it is a caterpillar in segments that can be programmed to make the caterpillar follow certain paths, or create mazes. The Green Screen DoInk app allows students to create screen screen movies by adding any photo or video background to other video clips. Using the Sock Puppets app, students create virtual puppet theater shows complete with props and backgrounds. 5.) Student gains will be documented by the library media specialist using the Qualitative Data methods of observation, journaling, and documentation of student milestones. At the initiation of the project, the media specialist will set a timer for 3 minute intervals, and document the following student behaviors and progress: Pre-K # of times students are able to successfully place tiles in one try # of times students are able to troubleshoot technology on their own # of times students need assistance with technology # of times students correctly create a program or algorithm to solve a problem K-2 # of times students collaborate with materials successfully # of times students correctly create a program or algorithm to solve a problem # of times students troubleshoot technology on their own # of times students need assistance with technology The Media Specialist will continue to track student behaviors and progress during various times throughout the school year, with the hope that positive behaviors and technology competency will increase as the year progresses. 6.) There are numerous ways in which this project will be shared with the community. First, it will be highlighted in the RES website. Additionally, it will be included in the Flagler County School District iBook that documents inventive learning spaces. The Community Problem Solvers will also present their project at the District competition. If selected, they can the go on to present at the State level and then possibly the Summer International Conference. Finally, Flagler County School District has regular school tours from business partners such Apple and Steelcase.

Budget:

I, Melanie Tahan, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Barbara Sauvelpahkick,the Principal of Rymfire Elementary School and any other individuals required by my school district.