Mini-Grant Application for School Year 2016-2017

Submitted by: Michele Mantell Email: mantellm@flaglerschools.com Grade Level: K-6 Subject: Science, Technology, Engineeri
Co-Applicant:Kristin Harrington Email: harringtonk@flaglerschools.comGrade level: K-6 Subject: Technology

School: Bunnell Elementary School Type: Public Grade Levels:K-6 County:FL

Approx. Enrollment: 1100 Number of teachers:66 % of Free and Reduced Lunch:68%

School Address:

Bunnell Elementary School 305 N Palmetto St. Bunnell, FL 32110

Phone: 3864377533 Principal:Mr. Marcus Sanfilippo Email: sanfilippom@flaglerschools.com

Project Title: From Virtual to Reality… Students Creating Tomorrow’s Solutions Today
Project Dates: January 9,-April 26, Grade Levels:

Focus Area(s) :Science- Technology- Engineering - Green Energy

Abstract:
Communication, Collaboration, Creativity and Critical Thinking are essential skills for today’s learner, tomorrow’s workforce. In order to nurture these skills we are requesting the TERRA grant to allow us to bring real world problem solving to our students through STEM Challenges. As part of our school’s Flagship program, our students study about green technologies. If awarded the grant, students will be able to learn about sustainable energies through 3D field trips, putting them inside a water dam, or atop a windmill, providing students with opportunities they wouldn’t normally have, and experiencing real world problems and solutions. As an extension, once students have been able to experience their 3D trips, they will then use a 360 camera to begin to create their own experiences for other students. Working to solve tomorrow’s problems today, students will engage in a series of engineering challenges to explore practices and apply their knowledge to solve real world problems in our STEM Lab. Bringing students these virtual experiences opens their minds to worlds, careers, and cultures they might not otherwise be exposed to. Using the VR Goggles, while exploring the engineering process and applying their skills, students gain a better understanding of science. Students can then bring their learning to life by creating 3D printed models of what they have learned and create tutorial videos, creating a learning museum for all to view during our STEM Night.

Proposal:
1. Our project integrates various content areas, providing students with opportunities to solve problems and learn about real-world issues and careers. Virtual Reality is a technology just beginning to be explored more in education, with the vision to provide students opportunities that they wouldn’t have in a typical classroom environment. When introducing students to a problem, teachers could talk about it or show a video. However, with this project the teacher will be able to not only show or tell, but immerse students in various environments using the VR goggles. Students will then use the Makedo cardboard construction tools to create prototypes for their green technology inventions. Additionally, allowing students to create their own virtual field trips with a 360 camera, opens up opportunities for students to share and collaborate globally. 2. As an elementary STEM elective teacher, I have the opportunity to work with students in grades K-6, while integrating standards and concepts from multiple content areas. This project will allow students to engage students in the engineering process, while reinforcing science, technology, math, and ELA standards. The following Florida State Standards for Computer Science will be addressed during this project: SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems. SC.K2.CS-CC.1.3 Collaborate and cooperate with peers, teachers, and others using technology to solve problems. SC.K2.CS-CP.1.1 Identify different kinds of data (e.g., text, charts, graphs, numbers, pictures, audio, video, and collections of objects). SC.K2.CS-CP.1.2 Collect and manipulate data using a variety of computing methods (e.g., sorting, totaling, and averaging). SC.K2.CS-CP.1.3 Propose a solution to a problem or question based on an analysis of the data and critical thinking, individually and collaboratively. SC.K2.CS-CS.2.3 Solve real life issues in science and engineering using computational thinking. SC.K2.CS-CP.3.1 Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. SC.35.CS-CC.1.1 Identify technology tools for individual and collaborative data collection, writing, communication, and publishing activities. SC.35.CS-CC.1.3 Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation. SC.3SC.35.CS-CS.3.1 Manipulate and publish multimedia artifacts using digital tools (local and online). 5.CS-CS.2.2 Describe how computational thinking can be used to solve real life issues in science and engineering. SC.35.CS-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies. SC.68.CS-CC.1.2 Apply productivity and or multimedia tools for local and global group collaboration. SC.68.CS-CC.1.3 Design, develop, and publish a collaborative digital product using a variety of digital tools and media-rich resources that demonstrate and communicate concepts to inform, persuade, and/or entertain. SC.68.CS-CP.1.2 Select and use data-collection technology (e.g., probes, handheld devices, geographic mapping systems and output from multiple runs of a computer program) to gather, view, organize, analyze, and report results for content-related problems, individually and collaboratively. Additionally, various science, math, and ELA standards will be addressed. 3. By facilitating student collaboration, communication, creativity and critical thinking, this grant will increase the development of 21st century concepts and skills. Providing students the ability to manipulate their surroundings through virtual experiences, along with access to materials to test and evaluate their solutions, increases student engagement and produces greater learning outcomes. By learning and applying the engineering design process within the classroom, they can then evaluate and create solutions for school, community, and the environment. When working within these collaborative groups, students often find strengths they previously were unaware of, including, engineering, problem solving or design. With increased confidence and new skills, students begin to develop a goal for future career paths. 4. Students will utilize the VR Goggles in order to interact with examples of green technologies in the real world. Students will utilize these Virtual Field Trips using the Nearpod platform, as well as in apps such as Discovery VR and VRSE. Students will take this knowledge, and apply it to solve real-world problems. Next, students will take the 360 cameras with them on local field trips, and record footage. Students will create their own virtual field trips to share with students from around the world. 5. A pre/post test will be administered to assess student understanding of the engineering process, scientific process, and knowledge of green technologies. Our goal is for students to show at least 25% growth in assessment scores as a result of this project. 6. During our annual STEM night, our students will showcase their 360 videos and projects in our learning museum. Additionally, our STEM class is part of the district tours that take place regularly.

Budget:

I, Michele Mantell, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Mr. Marcus Sanfilippo,the Principal of Bunnell Elementary School and any other individuals required by my school district.