Mini-Grant Application for School Year 2016-2017

Submitted by: Laura Harris Email: Grade Level: 2 - 6 Subject: Math, Science, Technology, Art
Co-Applicant:Tiffiny Fleeger Email: fleeger.tiffiny@brevardschoolsGrade level: K - 6 Subject: All

School: Holland Elementary School Type: Public Grade Levels:K - 6 County:Brevard

Approx. Enrollment: 465 Number of teachers:35 % of Free and Reduced Lunch:24%

School Address:

Holland Elementary School 50 Holland Court Satellite Beach, FL 32937

Phone: (321) 773-7591 Principal:Samantha Alison Email: Alison.samantha@brevardschools

Project Title: A 3D Future for All
Project Dates: 11/01/2016-5/12/2017 Grade Levels:


The development of STEAM (Science, Technology, Engineering, Art and Math) capable students begins in elementary schools. In this project, elementary grade students will learn to apply the rigor of science, technology, engineering and mathematics and STEAM Standards of Practice while examining the natural world. Students explore technology and engineering solutions and appropriately apply the concepts of mathematics in order to understand, address, and solve real-life problems. As students progress through elementary school, they will begin to independently use the STEAM Standards of Practice. They will understand how to apply the roles and perspectives of STEAM career professionals and analyze real world STEAM issues, problems, or challenges as they incorporate STEAM content, skills and practices and other disciplines such as social studies, performing arts, health and creative movement. This project will afford teachers an opportunity to development unique STEAM activities for students in grades 2 - 6 involving the use of a Dremel 3D40 Idea Builder Printer. Students will learn to create their own products by writing computer code using programs such as Blokify and Khan Academy Code of Honor and engineer 3D projects using computer assisted design programs like Google Sketch Up, Solid Works (Student Version) and Tinkercad. Students will imagine, create, craft and print in 3D - this exceptional experience will be provided to each 2nd through 6th grade student to energize and inspire their creativity while preparing them for the jobs of the future!

1. This project provides students an example of an innovative solution to an old problem - how to make a physical object. It will help students better understand advantages and disadvantages of 3D printers relative to other methods of manufacturing. They will develop an appreciation for criteria to help them assess how a given method brings them closer to a goal - more easily making an item of certain characteristics. Furthermore, this project is innovative because a classroom 3D printer will provide a multifaceted learning experience involving a current, emerging technology. First, students will learn how a 3D printer works and is maintained. Second, they will learn to create 3D objects using the design software used to create images on a computer. The printer will transfer that image to an actual three-dimensional object that they can see and touch. Now, all of that is important in our technologically based society; however, the real learning will be in developing solutions with the 3D printer to solve actual problems or needs within the classroom and beyond. Students will be required to use S.T.E.A.M. principles as they apply learned strategies to develop a proposal with real-world application. One planned project challenge will include partnering with a local engineering firm to learn to design, as a team, small parts for aircraft that are being refurbished. 3D printers will allow our students to use creativity and innovation to develop a new idea to enhance our classrooms and outside community. 2. This rigorous project fits into the 2nd – 6th curriculum with an emphasis on literacy. To start, students will research high-level informational text to develop background knowledge about 3D printer technology. Students will collaborate and share their research on Edmodo, an interactive social media site for education. Students will develop their own project proposal on how they think 3D printer technology can be used to enrich our lives. Students will enhance their math skills while using the 3D printer software to create their 3D models. Additional ELA writing standards will be utilized as students create a presentation on their Google Drive accounts for the Dremel 3D40 Idea Builder Printer. Speaking and listening standards will be assessed when students share their presentations with fellow peers, family and community members during our 3D MakerFaire. The standards that will be taught include: SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings. LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the development of the ideas. LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. LAFS.6.W.3.9 Draw evidence from literary or informational text to support analysis, reflection and research. LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one), in groups and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly. LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. MAFS.6.F.1.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. MAFS.6.EE.3.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. LAFS.2.W.3.8 Recall information from experiences or gather information from provided sources to answer a question. SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture and whether objects sink or float. MAFS.2.G.1.1 Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes. LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on other’s ideas and expressing their own clearly. 3. Teachers will work together to introduce core lessons to support the Florida Standards, which, in turn, will help students learn to develop and exercise good criteria for assessing the return on investment of a proposed method. Beginning with learning to use coding programs at grades 2 – 6 will provide experience and familiarity with the coding process and lead to the development of STEAM challenges appropriate for our students. While observing 5th and 6th grade students bring their imaginations to life on the computer screen through coding last year, students expressed the desire to see their conceptions in a concrete form. This student exchange was the catalyst for writing this grant – the need for students to make the connection between what they can imagine and what can become reality! Students voiced the aspiration to problem solve and strategically code to solve real world problems. The level of sophistication in language, perseverance in problem solving and creativity on the part of the students, and the conversation with their teachers about the instructional and inspirational implications of this tool steered me to submit this grant proposal. As our school seeks to implement a STEAM component across the board into our instructional program, we need a platform that we can utilize to introduce our students to these activities. Our staff needs training and opportunities to explore STEAM with their students and to then develop activities that are unique to our students’ needs and abilities. We strongly believe that the combinations of coding and 3D printing can be our first foray into this area of curriculum development. 4. Technology will be used regularly throughout this project. Students will begin by taking a digital survey to assess their understanding and 3D technology prior knowledge. Students will use computers to research and collaborate throughout this learning experience. They will use Lenovo laptops (each student is assigned one throughout our school in grades 3 - 6) to research intricate informational text on 3D printer technology. Also, students will use their Google Drive accounts to create and collaborate on presentations for the Dremel 3D40 Idea Builder Printer. Students will share their knowledge by posting videos, websites and any other information related to 3D printer technology on Edmodo. Here they can get helpful feedback and share their findings with peers, teachers, parents and community members. They will use 3D software programs such as Solid Works and Tinkercad in conjunction with the Dremel 3D40 Idea Builder Printer to code and create models of their goals. Students will use 21st Century skills while enhancing their technological skills as well. 5. A digital pre- and post-qualitative assessment will be given to students to assess their technological skills as well as their knowledge of 3D printers and S.T.E.A.M. based projects. Student gains will be demonstrated on mid- and end-of the ELA (English Language Arts) district assessments as well as the Florida Standards Assessment (FSA). 6. Participants will share the project results with the community in the end of the year “3D MakerFaire”. Community members who work with similar technologies will be invited to share their knowledge as guest speakers and how they use 3D printers in their careers. Community partnerships will be developed throughout this project by including parent involvement at the very heart of it. We have commitments from several parents who will guide and instruct students to learn the basics of coding and help more experienced student coders to learn advanced coding techniques to take their designs from virtual to physical. Bringing 3D printing into the classroom exposes learners to the same cutting-edge technologies they will encounter in their careers. It gives them a jump-start on tomorrow’s challenges and opportunities!


Service/ Item Description Cost
Dremel 3D40-01 Idea Guilder 2.0 with Wi-Fi and Guided Leveling 1,299.00
3 rolls each of: Green, Red, White, Purple, Black and Blue filaments @$29.99 each 539.82
2 rolls each of Brown filament @$29.99 59.98
SUBTOTAL 1898.80
Total Cost of Project $1998.80
If matching funds identified list source: -----------
Donated Goods/Services:Volunteer professional engineers/coders@$40.00 per $1,280.00
Total Requested From TERRA $1998.80

I, Laura Harris, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Samantha Alison,the Principal of Holland Elementary School and any other individuals required by my school district.