Mini-Grant Application for School Year 2016

Submitted by: Joe Luciano Email: Lucianoj@osceola.k12.fl.us Grade Level: 5th and 6th Subject: Science, Technology, Engineeri
Co-Applicant: Email: Grade level: 5th Subject: STEM

School: Highlands Elementary School Type: Public Grade Levels:K-6 County:Osceola

Approx. Enrollment: 876 Number of teachers:49 % of Free and Reduced Lunch:100%

School Address:

Highlands Elementary School 800 W Donnegan Ave Kissimmee, Florida 34741

Phone: (407) 935-3620 Principal:Alison Doe Email: doea@osceola.k12.fl.us


Project Title: Integrating Robotics Remote Control devices and Drone technology in STEM Program (2RDC-Project)
Project Dates: January 20-June 2017 Grade Levels:

Focus Area(s) :Science- Technology - Engineering - Mathematics

Abstract:
This grant request is for the integration of Robotics, Remote Control Devices, and Drone technology (2RDC-Project) into an existing Mobile STEM Lab experience. In conjunction with the existing Mobile STEM Lab, the 2RDC-Project will expose students to a hybrid STEM (Science, Technology, Engineering and Math), Robotics, and Remote Control (RC) program. This integrated project-based learning opportunity incorporates technologies and curriculum focused on academics and careers standards revolving around wireless technology. Industries throughout the world are using Robotics, RC and Drones to solve many complicated problems. Students are using these same technologies in gaming and recreation. It is making its way into their hands and minds. As educators, we can access these interests to inspire, entice, and teach students about the career possibilities made available through the use of these technologies. The Mobile STEM Lab currently enables students to participate in a hurricane simulation experience. Students are exposed to seven different areas of STEM careers, such as: Medical, Biological, Geological, Meteorological, Structural, Electrical, and Environmental Engineering. In response to a hurricane's aftermath, students use various technologies, tools, and instruments to solve problems in collaborative teams. The implementation of the 2RDC Project would enable us to integrate these new technologies into our existing STEM curriculum. Students would work in teams to conduct rescue or service restoration activities using the RC and Drone Technologies. (The Biotechnology Unit will be used for clarification in this outline.) In this project-based scenario, Drones would be used to fly over a debris field (left by a hurricane) to gather information in the form of Quick Response (QR) codes. The data from these codes would provide information required to develop a solution.

Proposal:
1. How is your project innovative? This innovative project seeks to encompass these technologies into a cohesive STEM curriculum. The unique aspects of incorporating the debris field, RC control technologies, and QR codes creates the opportunity for the seamless curriculum related to STEM career areas. Our research has proven that an integration of these technologies into cohesive lessons has not been created. A synopsis of the project for one of the program areas will provide some clarification. In Biological Technology, students recover information in the form of QR codes from the debris field. Students acting as a Reconnaissance team retrieve information regarding animals that have escaped from an imaginary zoo. The Drone would be flown over the debris field which representing a scaled map of our county with coordinates. It would then collect the data and be deciphered revealing the habitat, distance, and position of the escaped animals incorporated into the QR Codes. The piecing and fitting together of these technologies in a k12 curriculum is innovative. 2. How will it fit into your curriculum (include standards)? (10 points) These activities will be vetted to correlate with appropriate grade level STEM and Technological Literacy standards. Below is an example of the 5th grade standards correlated to this Biological Technology activity. Also included are the employment prospects for students entering the Biological Technology industry. Science: Next Generation Science Standards. (5-PS1-2) Standard units are used to measure and describe physical quantities, such as weight, time, temperature, and volume. Connections to Nature of Science: Scientific knowledge assumes an order and consistency in Natural Systems. Science assumes consistent patterns in natural systems. In this case, the animal’s habitat, food, and locomotion are all measured and consistent. Technology: Standards for Technological Literacy: Nature of Technology: Chapter 5, 11. 3: Relationships between technology and other fields of study. Chapter 4.10 Troubleshooting, Invention, and innovation and experimentation. Engineering: Standards for Technological Literacy: (1) Provide a common set of developmentally appropriate expectations in the study of technology, including the engineering design process. (2) Connect the study of technology to other fields of study in grades K-12. (3) Promote active learning skills and provide qualitative expectations of excellence. (4) Present the knowledge and abilities necessary for K-12 students to become technologically literate. Math Standards: (1) MAFS.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system. (2) MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (3) MAFS.5.MD.1.1 Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. The correlation of STEM areas enables these activities enable students to rise as leaders with expertise and identify their personal areas of concern. These activities can lead to some undiscovered occupational interests. The occupational outlook for Biological Technicians in 2015 looked adequate with 709,300 employed in this area. With a future growth of 5% per year, prospects for employment looks promising. These jobs require education from a High School Diploma to a Bachelor’s Degree. Below is a listing of jobs available in 2016: (Source: Occupational Outlook Handbook: http://www.bls.gov/ooh/) • Chemical Technician; (Bachelor’s Degree) $44,660 • Protection Technician (Associates Degree) $43,030 • Bureau of Land Management Bioscience Technician Specialist in Fisheries, Soils, Plants, Wildlife (High School Diploma, plus 2 years) $13-24 hourly • Hydrologic Aid/Technician: (High School Diploma plus 1 year) $11-26 hourly 3. How will it encourage long-lasting change in your classroom, school or community? (20 points) The impact of this project providing students with experiences associated with potential careers makes this project an exceptional opportunity for our students. Approximately 81% of district students qualify for free/reduced lunch. The majority of the parents work in the hospitality industry, which requires them to work several jobs to make ends meet. The exposure to these activities and experiences is priceless. Students must be shown that the opportunities exist for them. If these students walk out thinking about jobs in the STEM area, then we have been successful. To ensure that the students have the experience in the STEM Mobile Lab, we have created an educational "flipped" field trip. Instead of students leaving school on a bus to a site, the STEM Mobile Lab goes to the school. This unique approach ensures that all students can attend without the worry of cost. In addition, there is less travel time and more learning time. Currently, these activities are delivered to 27 elementary schools throughout the academic year. Prior to these visits teachers receive: outlines of each content area, multimedia materials, lesson plans and assessments. After the experience, follow-up lessons are provided to further support the specific curriculum areas and career interest. 4. How will technology be utilized? (20 points) As the Drones fly over the debris field, they will be collecting and transmitting data to a command team inside the vehicle. This team, in turn, will distribute the information to the associated response team members inside the vehicle. The engineering component of the activity would require the students to calculate and develop solutions to the problems presented in those QR Codes. Students will coordinate search or rescue activities also embedded in those QR Codes. Once the solutions and calculations have been explored, the responding team will use the RC vehicles to work on the rescue and restoration of services at the scaled size of the debris field. The Biological team may need the engineering team to clear an area of debris or help with a washed out road. This would require them to provide the coordinates to the engineering team to determine the correct course of action and calculations. These calculations would be made to scale with the engineering team using the equipment to complete the task. 5. What evidence will you collect to show student gain? (10 points) Pre-event materials shared with the teachers are pre-assessments and surveys, which are administered in the classroom prior to the visit. The results are collected and shared with the teachers in a district-wide database. This application (available to all teachers in our district) enables them to develop their own reports focused on their curriculum areas. The Post assessments are administered on the vehicle directly after the experience and available to the teachers utilizing this same tool. These assessments enable the teacher to adjust curriculum to meet the individual needs and interests of these students. This information can also be shared with their students and parents. This data helps teachers and parents to explore career plans with the children. 6. How will participants share your project results with the community? (15 points) This information becomes part of our archives and is shared in district-wide workshops as well as Parent Night events. The culminating activity for this project is a Parent Night at the school. At these events, parents and community are invited to demonstrations of the STEM curriculum and technologies. These events also provide the opportunity to share information in the community on STEM developments that focus on careers and the economic development of Osceola County. The ultimate purpose of integrating Robotics, Remote Controlled and Drone Technologies into our curriculum is to inspire our students to consider the career opportunities available to them in the STEM world of the future. With the infusion of these activities, we hope to ignite an interest in our students, parents, and community in fields of STEM that perhaps have never been considered before. More importantly, we want our students to understand that there is a direct connection between academics and STEM technologies. We want to share this understanding with the realization that the economy and world of tomorrow will be open to those who embrace STEM technologies today.

Budget:

Service/ Item Description Cost
3- RC Excavator 1/50th scale , Batteries, 1146.96
2- RC Dump Truck 1/50th scale, Battery Pack 493.46
3- Front Loader 1/50th Scale 599.94
4- Omnius Quadcopter FPV, (1) Launch Pad, Batteries, Prop Set, Muck off 759.64
Field Materials: Sand, rugs, field markers for safety zones, coordinate Plane materials 2000.00
Total Cost of Project $5000.00
If matching funds identified list source: Title 1 Funds
Donated Goods/Services:Volunteers for setup 4 people 1 hour
Total Requested From TERRA $3000.00

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