Mini-Grant Application for School Year 2019-2020

Submitted by: Leigh Anne Brewster Email: Grade Level: 6-12 Subject: STEAM - Science, Technology, E
Co-Applicant: Email: Grade level: Subject:

School: PK Yonge DRS Type: Public Grade Levels:K-12 County:Alachua

Approx. Enrollment: 1150 Number of teachers:90

School Address:

1080 SW 11th Street
Gainesville, Florida 32601

Phone: 3523921554 Principal:Dr. Carrie Geiger Email:

Twitter: @pkypltw #MakeandCreate #Terra #DesignMindset

Project Title: Make and Create in the STEM Lab
Project Dates: 11/1/2019-06/05/2020 Grade Levels:

Focus Area(s) :Design & Modeling- Engineering- Technology - Assistive Technology

Students are challenged to use the engineering design process, as they complete challenges in the Project Lead the Way (PLTW) and For Inspiration of Science and Technology (FIRST) programs. In Design and Modeling, Introduction to Engineering Design, Engineering Essentials, and Computer Science for Innovators and Makers, the programs’ growth and expanding influence directly serves our students and families at school, in our community, and at state & international events. Project Lead the Way and FIRST curriculum both seek to encourage student participation in science, technology, engineering, and math programs as well as hope to generate interest in STEM careers. By providing SparkFun Artificial Intelligence (AI) kits, kits, Vex IQ construction kits, V5 Code Studio Robot Kits, and other “maker-style” design and modeling materials, students will be offered a variety of ways to see their design, modeling, and coding come to life. In addition to facilitating these projects in our Project Lead the Way STEM lab, we continue to work hand in hand with our high school robotics team to provide materials for year-round community outreach efforts and their competitive robotics competition, which will be directly designed and led by Roaring Riptide team members, who are current middle and high school students. Through the team’s community outreach, they seek to expand and diversify the STEM pipeline among underserved, underrepresented youth in the surrounding county. Funding from grants, such as the TERRA grant, will help offset costs associated with the supplies needed to provide design and build activities as well as team participation in the AT Maker Movement with projects such as the Magic Wheelchair, Maker Faire, and additional Assistive Technology Workshops such as our newest event in November 2019, with Makers Making Change.


How is your project innovative?   (25 points)
This project continues to broaden and expand opportunities afforded to students within our current school programs as well students who are not directly served by our school. Just as we did last year, we continue to blend the students of both our Project Lead the Way Program and FIRST Robotics programs to design, test, and disseminate innovations in the field of Assistive Technology to help people with disabilities. We were the first robotics competition team in the United States to have established a partnership with the Makers Making Change organization, which seeks to connect makers to people with disabilities, with the ultimate outcome being that our students will make and create more affordable alternatives in assistive technology, thus improving the quality of life for all. Students who are currently in the PLTW & FIRST programs find meaning in their assistive technology efforts, tripling the number of offerings for maker builds at our school, both during and outside of the school day. I would like to continue building on these efforts started last year, by offering additional opportunities for these experiences for all of the students and reaching into our local community as well.

How will it fit into your curriculum (include standards)? (10 points)
PLTW and the FIRST curriculum are both centered around activity-, project-, and problem-based instructional design that centers on hands-on, real-world activities, projects, and problems that help students understand how the knowledge and skills they develop in the classroom may be applied in everyday life. The APB approach scaffolds student learning through structured activities and projects that empower students to become independent in the classroom and help them build skill sets to apply to an open-ended design problems. This approach provides students with unique opportunities to work collaboratively, identify problems, apply what they know, persevere through challenges, find unique solutions, and lead their own learning. As PLTW speaks to in their curriculum, if our students are to thrive in an evolving world, students need skills that will benefit them regardless of the career path they choose. Course Curriculum (C), Domain (D), Objectives (O), Knowledge and Skills (KS) C1 Problem Solving and Process Thinking Strategic and systematic design and inquiry processes guide the development of an effective solution to the problem. Engineering Mindset Successful engineers exhibit specific personal and professional characteristics that lend themselves to the creative, collaborative, and solution -driven nature of the profession. D1 Demonstrate independent thinking and self -direction in pursuit of accomplishing a goal. O1.1 Plan and use time in pursuit of accomplishing a goal without direct oversight. KS1.1.1 Demonstrate flexibility and adaptability to change. O1.2 Adapt to varied roles, job responsibilities, schedules, and contexts. KS1.2.1 Use praise, setbacks, and feedback to positively influence one’s professional development. KS1.2.2 Persevere to solve a problem or achieve a goal. O1.3 Reflect critically on past experiences to inform future progress. D2 Design Process An engineering design process is an iterative, systematic approach to problem solving. Explain and justify an engineering design process. O2.1 Explain that there are many versions of a design process that describe essentially the same process. KS2.1.1 Describe major steps of a design process and identify typical tasks involved in each step. KS2.1.2 Identify the step in which an engineering task would fit in a design process. KS2.1.3 Outline how iterative processes inform engineering decisions, improve solutions, and inspire new ideas. KS2.1.4 Document a design process in an engineering notebook according to best practices. KS2.1.5 Collect, analyze, and interpret information relevant to the problem or opportunity at hand to support engineering decisions. O2.2 Explain the role of research in the process of design. KS2.2.1 Find relevant data in credible sources such as literature, databases, and policy documents. KS2.2.2 Synthesize an ill- formed problem into a meaningful, well -defined problem. O2.3 Explain the importance of carefully and specifically defining a problem or opportunity, design criteria, and constraints, to develop successful design solutions. KS2.3.1 Identify and define visual, functional, and structural design requirements with realistic constraints, against which solution alternatives can be evaluated. KS2.3.2 List potential constraints that may impact the success of a design solution. Examples include economic (cost), environmental, social, political, ethical, health and safety, manufacturability, technical feasibility, and sustainability. KS2.3.3 Generate multiple potential solution concepts. O2.4 Describe multiple techniques and appropriate guidelines used to generate ideas. KS2.4.1 Represent concepts using a variety of visual tools, such as sketches, graphs, and charts, to communicate the details of an idea. KS2.4.2 Develop models to represent design alternatives and generate data to inform decision making, test alternatives, and demonstrate solutions. O2.5 Define various types of models that can be used to represent products, processes, or designs, such as physical prototypes, mathematical models, and virtual representations. Explain the purpose and appropriate use of each. KS2.5.1 Produce a physical model using hand tools and simple construction techniques. KS2.5.2 Select a solution path from many options to successfully address a problem or opportunity. O2.6 Explain that there are often multiple viable solutions and no obvious best solution. Trade - offs must be considered and evaluated consistently throughout an engineering design process. KS2.6.1 Develop and carry out a justifiable scheme to compare and evaluate competing solution paths. A decision matrix is one tool used to compare and evaluate competing solutions based on design criteria. KS2.6.2 Make judgements and decisions based on evidence. O2.7 Explain that a conclusion is valid if the evidence supports the conclusion while acknowledging the limitations, opposing views, and biases. KS2.7.1 Evaluate evidence and arguments to identify deficiencies, limitations, and biases or appropriate next steps in the pursuit of a better solution.

How will it encourage long-lasting change in your classroom, school or community? (20 points)
The goal of both Project Lead the Way programs (my classroom curriculum) and our FIRST robotics program is to actively engage students ages 6-18 in exciting,innovative engineering design challenges. The fundamental purpose of FIRST is to encourage all students, regardless of abilities, backgrounds, or differences to come together, research and collaborate, build and problem solve, and apply their knowledge to be a force for change. It’s through the combination of these initiatives that students gain real-world experiences and build skills that aren’t necessarily part of traditional education. Skills and experiences gained include the ability for students to showcase their creativity through maker-style activities while helping a much bigger cause, listen to and learn from others through the engineering design process, appreciate varied opinions through classroom discussion meets, and to collaborate on assistive technology projects through our community and international partnerships, while embracing our students’ strengths in diverse mindsets.

How will technology be utilized?  (20 points)
As we continue to focus our intent on expanding activities and resources in STEM - Science, Technology, Engineering, and Math, we seek to prepare our students for the most innovative education and the increasingly more reliant jobs/careers in the technology fields. Our students have learned, through involvement in events from scheduling demos to community presentations and assistive technology builds, that the workforce has become increasingly reliant on technology. The future of STEM is in the maker movement - this new generation where our students grow from being primarily consumers of the tech to creators and producers. Current planning for utilization of the technology includes adding additional areas of concentration for students during the school day within our current design and modeling and robotics programs. Some of these areas include: Adobe Suite and Apple Create design workshops, website development, 3D stop-motion animation, 3D printing options paired with the design and modeling curriculum, automation and robotics curriculum through Lego Mindstorm EV3 kits and Micro.bits, implementation of the design and modeling maker-based curriculum, use of VR/AR in robotics, and offering additional programming/coding workshops for students through a C++ beta program with FIRST robotics.

What evidence will you collect to show student gain?   (10 points)
Teacher Inquiry plays an important role in the research mission of our school, P.K. Yonge DRS. It also plays a critical role in our school’s improvement. As a teacher, I’m expected to engage in classroom-based research projects throughout the year and share findings and new questions in a culminating round-table event, in addition to presentations at conferences, poster sessions, and informally at the UF College of Education events. As part of my formalized inquiry, I will engage throughout the year with my colleagues to hone my wonderings/questions, analyze the data, and describe my findings. The evidence that I will need to collect to show student gain, as a regular part of my work will include student work and other artifacts associated with my teaching. I’ll also speak with my students and observe my students to understand how and what my students are learning. I’ll keep samples of my students’ work so that I’ll be able to better illustrate the results of these particular project, grant, or teaching practice. The specific evidence that will be collected for this program will encompass 1) STEM, FIRST, and PLTW program growth and development of course offerings; 2) student questionnaires about their experience in having access to the technology tools needed for them to learn ATMaker movement curriculum, coding, 3-D design, and engineering

How will participants share your project results with the community?  (15 points)
-At school events that promote club and course offerings -Community events where our PLTW and FIRST programs are demonstrating their STEM skills to community stakeholders -University of Florida College of Education’s Symposium -State, regional, and national conference presentations and/or poster sessions -Social Media (@pltwpky) Twitter for #TERRA and #DesignMindset


Service/ Item Description Cost
EV3 Robot Coding Test Platform & Field Kit 800
Arduino Unos, Neopixels, Jumper Wires, AT Mono Jacks, AT Switch Buttons 250
Design and Modeling Kits - maker lab supplies such as ribbon, cardboard, 3D filament, 3D build mats, 3200
Sphero Robotics - Specdrums 100
Dremel Laser Cutter for Design and Modeling curriculum 6500
Total Cost of Project 10850
Total Requested from TERRA 2500
If matching funds identified list source:
Donated Goods/Services:arduinos, neopixels, jumper wires, at mono jacks, 250

I, Leigh Anne Brewster, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Dr. Carrie Geiger,the Principal of PK Yonge DRS and any other individuals required by my school district.