Mini-Grant Application for School Year 2019-2020

Submitted by: Andrew Medearis Email: medearisa@flaglerschools.com Grade Level: 9-12 Subject: Biology, Anatomy and Physiolog
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:120

School Address:

5500 E. Highway 100
Palm Coast, Fl 32164

Phone: 3864377540 Principal:Mr. Tom Russell Email: russellj@flaglerschools.com

Facebook: @Flagler Palm Coast High School @Flagler Schools
Twitter: @FPCHS @i3_fpchs_steam @mr_medearis #authenticlearning #Tech


Project Title: Project Xi3: The Exploration of the Effects of Extreme Environments on the Human Body, An Anatomy an
Project Dates: 09/2019-5/2020 Grade Levels:

Focus Area(s) :Life Sciences: Anatomy and Physiology, Biology- Drawing I & Portfolio of Design 2D/ 3D Art- Algebra - US History, English III

Abstract:
As we worked to developed this grant, it took a different direction. Instead of only infusing the ideas and concepts of Technology, STEM, Art (Drawing I and 2D/3D) Design and STEAM into the Anatomy and Physiology Course, we decided to expand this integration into the US History and Algebra classes. This new project has the new working title of: "How do Bulldogs Learn Best? The Integration of Technology and Art Subjects into Core Subjects!" The use of technology (3D Computer Aided Design software, 3D Printers and Scanners, Cameras, and Digital Poster and Infographic design software) and Art (Drawing I and 2D/3D Design Concepts) will be pervasive throughout the courses of Biology I, Anatomy and Physiology Honors, US History, English III and Algebra I as we integrate the Drawing I and Portfolio of Design (2D/ 3D Art) concepts in order to make the abstract concepts of each course concrete, as the students utilize and demonstrate mastery through the project pieces that they create! Our students will be working to research, sketch, 3D Plan and Design and then Print their project pieces in order to share within the FPC School Community, Flagler County at STEM, STEAM and Science nights, Flagler Beach First Friday Events, with the City of Palm Coast City Planning Department and NASA and other space agency Aerospace Engineers, Flight Engineers, and Payload specialists, depending on the focus of the individual courses' project!

Proposal:

How is your project innovative?   (25 points)
This project is innovative, because of the permission, support, and encouragement from our Principal, Mr. Russell, to infuse Technology and Art concepts into our Biology, Anatomy of Design (combined Anatomy and Physiology and Drawing II), Algebra I and US History and English III courses. This support is just simply not common as teachers work to carry out projects such as this in most high schools in our state. Allowing our students to determine that 1) they want to create project pieces in order to understand the concepts that they are learning about in their classes and then 2) give them choice of what type of project pieces they want to create is innovative in itself! Our students have asked to integrate Technology and Art (Drawing I & Portfolio of Design) Concepts into the following classes: Anatomy and Physiology: Students choose to study how impact of Extreme Environments (Space and Deep Sea Exploration) on the human body as they research, plan, sketch and then use 3D software to print space/ deep sea suits, colonization habitats, spacecraft and colonization space stations and surface transportation. This focus provides the high-interest/ real-world connection that will motivate our students in their study of the material for these subjects. US History/ English III- in this integrated cooperative pairing, the students will study and research the impact of the Cold War and the building of the Space Program across the United States (especially the impact on Florida). The Product pieces for this project will be the research, planning, sketching and the 3D printing of monuments and printing of propaganda posters and infographics that mirror what was seen in terms of nationalism during this time period. *** Anatomy of Design and US History/ English III classes will travel together to Kennedy Space Center at Cape Canaveral via charter bus to observe displays, go on tours, take pictures and gain the experiences needed to carry out the projects!*** Algebra I: Design a Business Challenge: In this project, which allows our Algebra I students to work with our ESE Access Points classes, our students will work to create a business- including a working business plan that they would use to get loan funding from a bank, to designing a menu and physical layout of the business' floor plan. Our students will then invite City Planners from the City of Palm Coast to give them feedback on the business plan, location and format of their project plan. Upon revision, these students will take their 2D renderings to the next level as they 3D print their business spaces! 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 deep sea) and then modify them to meet the needs of current space plan for colonization and exploration of the Moon and Mars (and the open oceans); research and create monuments and propaganda pieces mirror what have been seen during the Cold War, and research and create their own businesses. In order to extend their learning, our students will modify/ revise and reprint these space and deep sea exploration systems, monuments and propaganda pieces, and business designs based on feedback that they receive from experts in these fields (NASA and other space agency Aerospace Engineers, Flight and Payload Engineers; Communications and Marketing Professionals and City Planners). The work and projects that our students complete will allow our students to construct a much deeper understanding of the Anatomy and Physiology curriculum, Alegbra I, US History and English III concepts while also being able to use, practice, and build their understanding of Technology and Drawing I skills. An additional outcome of this instructional project will be the building of design, drafting, and a much better understanding of the Space program and its impact on history and today's events (Anatomy and Physiology and US History/ English III courses).

How will it fit into your curriculum (include standards)? (10 points)
This project will be integral and support the extension of thinking of the following standards: Anatomy and Physiology: 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 oft he 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 US History/ English III: SS.912.A.6.8 Analyze the effects of the (second) Red Scare on domestic United States policy. SS.912.A.6.10 Examine the causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). SS.912.A.6.11 Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world. SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. SS.912.A.7.4 Evaluate the success of the 1960s era presidents’ foreign and domestic policies. SS.912.A.7.17 Examine key events people in FL history as they relate to US history. Algebra I: STANDARDS MAFS.9.12.A.REI.2.3 MAFS.9.12.A-CED1.1 MAFS.9.12.A.REI.1.1

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 Portfolio of Design Honors) course. This project will allow for the students in the Algebra I and US History and English III courses to be able to gain the experience needed in order to create and present their project pieces to community business leaders, City Government and Communications Professionals. 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. 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. This outcome provides 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.

How will technology be utilized?  (20 points)
For this project, technology will be an essential component to the learning of all of these courses: the Anatomy and Physiology, Algebra I, US History and English III learning and the gaining of Drawing I and Portfolio of Design (2D/ 3D Design) skill components, as our students will then combine these ideas as they work to plan and carry out the construct of the planned systems, monuments, propaganda and business plans. The systems designed and their presentations of their projects will be demonstrations of their learning of the concepts of skills of their courses, and the skills that were made more concrete and are now understood due to the integration of Technology and Art skills and concepts that made these abstract concepts "REAL"! 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 printing materials.

What evidence will you collect to show student gain?   (10 points)
All of our students will complete an electronic pre and post survey to measure their STEM, Art (Drawing I and Portfolio of Design (2D/3D Design) concepts and science background knowledge. The students will be required to complete these using SurveyMonkey website. The planning materials, presentations, and interactions with stakeholders in the many fields addressed in this grant 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.

How will participants share your project results with the community?  (15 points)
Our students will share their projects at our FPC open houses/ STEM and STEAM night events as well as any appropriate district/ regional events. This includes creating displays to be shared with the FPC through the Learning Commons (presentations in the Media Center), First Friday Events, and other avenues to get feedback on the project designs. Our Anatomy students will present their initial designs/ ask questions of aerospace professionals during our initial visit to the Kennedy Space Center. The hope is to be able to Skype or travel to the Space Center a second visit in order to present the Anatomy plans to Aerospace, Flight and Systems Engineers for feedback (this is availability dependent). Our Algebra I and ESE Access Point students will present their projects to City Planners from the City of Palm Coast. Our US History and English III students will present their monuments and propaganda pieces to Communication Specialists and Local Historians in order to receive feedback on the power of these pieces as compared to what was occurring in the United States during the Cold War. 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!


Budget:

Service/ Item Description Cost
Bus- Field Experience to the John F. Kennedy Space Center (district requires charter bus) $1,200.00
Admission- John F. Kennedy Space Center $600.00
Dremel DigiLab 3D20 3D Printer $700.00
3D Printer Filament (Dremel) 10 X $30.00 $300.00
Printing of Color Propaganda Posters, Infographics and other materials (Staples/ Office Max/ Office $200.00
Total Cost of Project $3,000.00
Total Requested from TERRA $3,000.00
If matching funds identified list source: N/A
Donated Goods/Services:Existing 3D filament/ Materials $500.00

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. Tom Russell,the Principal of Flagler Palm Coast High School and any other individuals required by my school district.

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