Mini-Grant Application for School Year 2018-2019

Submitted by: Andrew Medearis Email: Grade Level: 9-12 Subject: Life Sciences: Biology, Anatom
Co-Applicant: Email: Grade level: Subject:

School: Flagler Palm Coast High School Type: Public Grade Levels:9-12 County:Flagler

Approx. Enrollment: 2700 Number of teachers:115

School Address:

5500 FL-100
Palm Coast, Florida 32164

Phone: 3864377540 Principal:Mr. Robert Wallace Email:


Project Title: “Project X: Bulldogs build knowledge about Human Anatomy and Physiology and the effects of Space E
Project Dates: October 20-May 2019 Grade Levels:

Focus Area(s) :Life Sciences: Biology- Anatomy and Physiology- Instructional Technology - Drawing I and Drawing II

This project is one that will combine the skills being learned in an integrated Anatomy and Physiology and Drawing II high school Anatomy of Design course. Our students will take the skills and information learned in their Anatomy and Physiology course and take it to the next level by investigating the effects of space exploration and colonization on the human body. Our students will also use the skills that they have developed in the past, and work to build this year in Drawing to then research and design systems that directly impact the human body systems. By taking our students to John F. Kennedy Space Center, they will be able to explore and investigate the different elements of space travel from the beginning of the Mercury/ Redstone projects through present day Space Launch System (SLS) designs. Our students will be able to interact with docents, view and take pictures of spacesuits, spacecraft, and the other support/ integumentary systems. Our plan would be to initiate contact so that our students could Skype and email with NASA and other aerospace engineers in order to ask questions/ get feedback on designs so that our students can develop appropriate systems. After completing lessons, conducting research, and then going through the design/ review/ share/ re-design process, our students will then 3D print and display their to-scale models of what they propose should be used to explore and then colonize the Moon and Mars!


How is your project innovative?   (25 points)
This project is innovative, because like our Anatomy of Design (combined Anatomy and Physiology and Drawing II) course, it is simply not carried out in most high schools in our state. The infusion of the Space Exploration focus provides the high-interest/ real-world connection that will motivate our students in their study of the material for these subjects. This project will allow us to take our classroom assignments to the next level: as we are having our students research NASA space program materials and systems used in the exploration of space and then modify them to meet the needs of current space plan for colonization and exploration of the Moon and Mars. Our students will plan and modify these systems based on their understanding on the structure and needs of the human body and how space exploration changes the human body. The work and projects that our students complete will allow our students to construct a much deeper understanding of the Anatomy and Physiology curriculum, while also building and practicing their Drawing II skills. An additional outcome of this instructional project will be the building of design, drafting, and a much better understanding of the Space program.

How will it fit into your curriculum (include standards)? (10 points)
This project will be integral in the true learning of the Anatomy and Physiology and Drawing I and Drawing II concepts and curriculum for our students, as well as assist in the review of many of the Biology concepts learned in the past. This project will support the complete understanding and extension of thinking of the following standards: Biology and Anatomy and Physiology (Primary Standards listed): SC.912.N.1.4- Identify sources of information, and assess their reliability according to strict standards of scientific investigation. SC.912.N.1.6- Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied. SC.912.N.1.1- Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and Earth/ Space science, and do the following:  1. Pose questions about the natural world 2. Conduct systematic observations 3. Examine books and other sources of information to see what is already known 4. Review what is known in light of empirical evidence 5. Plan investigations 6. Use tools to gather, analyze, and interpret data (including: use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) 7. Pose answers, explanations or descriptions of events,  8. Generate explanations that explicate or describe natural phenomena (inferences).  9. Use appropriate evidence and reasoning to justify these explanations to others 10. Communicate results of scientific investigations 11. Evaluate the merits of the explanations produced by others. SC.912.L.14.11- Classify and state the defining characteristics of epithelial tissue and connective tissue, muscle tissue, and nervous tissue. SC.912.L.14.51- Describe the function of the vertebrate integumentary system. SC.912.L.14.12- Describe the anatomy and histology of bone tissue. SC.912.L.14.19- Explain the physiology of the skeletal muscle. SC.912.L.14.20- Identify the major muscles of the human on a model or diagram. SC.912.L.14.21- Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system. SC.912.L.14.50- Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems. Drawing/ Visual Arts: VA.912.S.1.4- Demonstrate effective and accurate use of art vocabulary throughout the art-making process.    VA.912.S.2.2- Focus on visual information and processes to complete the artistic concept. VA.912.S.2.5: Demonstrate use of perceptual, observational and compositional skills to produce representational, figurative or abstract imagery.   VA.912.S.3.10- Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models. 
 Also used in this project: VA.A.1.4.1, VA.A.1.4.2, VA.A.1.4.3, VA.A.1.4.4, VA.B.1.4.3, VA.B.1.4.4

How will it encourage long-lasting change in your classroom, school or community? (20 points)
This project is one that will immediately allow for the support of our year-long focus of this project in our Anatomy of Design (combined Anatomy and Physiology and Drawing II) course. This project will also support the long-term project focus of the Anatomy of Design course, as this project will allow for the technical and technology resources to continue these projects in the future years. This type of learning: through the hands-on, problem-based learning experiences, provided by the support of this project will allow for not only the understanding of this material, but will also promote the much-needed systems and problem solving thinking strategies needed to attack any problem that the student face in any class that they are in. The systems thinking and problem solving skills that our students will develop and be able to use in their future courses will positively impact their future courses, teachers, and classmates. A planned outcome of this project is that our students will be provided with the essential skills that our students will need to solve problems not only in their future school endeavors, but also in problems that they solve within their future workplaces. These critical thinking skills will allow them to have success beyond the classroom!

How will technology be utilized?  (20 points)
For this project, technology will be an essential component to the learning of the Anatomy and Physiology learning and Drawing I and Drawing II skill components, as our students will then combine these ideas as they work to plan and carry out the construct of their planned space/ life support systems. The systems designed and their presentations of the projects related to space exploration and colonization, while projecting the specific systems of the human body will be demonstrations of their learning of the concepts of skills of their academic courses. Our students will use all of the requested materials for this grant as they work to carry out their project designs. They will draw plan and their designs, work with their peers to program them into a 3D software program of their choice (or use the class iPads with the grant supported/ purchased apps) and then print them with these 3D printers.

What evidence will you collect to show student gain?   (10 points)
Our students will complete an electronic pre and post survey to measure their STEM and science background knowledge. The students will be required to complete these using SurveyMonkey website. The planning materials, presentations, and interactions will also be evidence of information gained by our students, and how this project has impacted their learning. The project based nature of this project, eliminates the need for the reliance on traditional assessments and their use to quantify student understanding of these skills and concepts. The presentations that our students are able to give in class to their peers, to the entire school (through their science courses) in the media center, during local First Friday events, during our high school's STEM and STEAM nights, and during community member tours of our classroom learning space will also act as demonstrations of our student's understanding of the concepts and curriculum of our courses. Lastly, a goal of this project is to provide opportunities for our students to Skype (at minimum email) engineers to share and receive feedback on their systems and project designs, so that they can work to redesign them to more closely align to what is being planned to assist in the next steps of human living in space.

How will participants share your project results with the community?  (15 points)
Our students will initially share their systems and project designs with their classmates. They will also share their work with the other science classes as part of an exhibit in the media center that the classes will tour through. Our students will also share their systems and projects at our FPC open houses/ STEM and STEAM night events as well as any appropriate district/ regional events. Additionally, our students will share their systems and projects with community members as they tour our classroom learning space. This project will be covered by our local newspapers, online media coverage, etc. Our school is very good about promoting projects and events using the school Facebook, Twitter, and Instagram social media feeds. This coverage will happen for this project as well!


Service/ Item Description Cost
Busing ($900) and Admission to John F. Kennedy Space Center $1500.00
3D Printers- Dremel Digilab 3d20 ($600) and Flashforge ($300); 3D Printer pens (4x 47.98) 3D Pen fil $1,171.48
Digital Apps for Classroom ipads (3 ipads) Procreate 3x 9.99; Astropad 3 x $29.99 $119.94
GoChange Drawing Board (Drafting) 3x 45.99 138.00
Drafting Supplies- Mr. Pen Triangle Sets, Mr. Pen Drawing Templates, Mr. Pen Drafting Sets, Prismaco 70.58
Total Cost of Project 3,000.00
If matching funds identified list source:
Donated Goods/Services:PLA 3D Printer filament- $1,200.00 donated by Flag 1,200.00

I, Andrew Medearis, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Mr. Robert Wallace,the Principal of Flagler Palm Coast High School and any other individuals required by my school district.