Mini-Grant Application for School Year 2019-2020

Submitted by: Matthew Araujo Email: araujom@flaglerschools.com Grade Level: PreK-6 Subject: STEM, Marine Science, Technolo
Co-Applicant:Ellen Asher Email: ashere@flaglerschools.comGrade level: K-6 Subject: Marine Science

School: Old Kings Elementary Type: Public Grade Levels:PreK-6 County:Flagler

Approx. Enrollment: 1 Number of teachers:65

School Address:

301 Old Kings Road South
Flagler Beach, Florida 32136

Phone: 386-517-2060 Principal:Katherine Crooke Email: crookek@flaglerschools.com

Facebook: https://www.facebook.com/OldKingsElementarySchool
Twitter: https://twitter.com/OKESOwls


Project Title: Marine Science Comes Alive with Student-Created Exhibits
Project Dates: December 2-May 2020 Grade Levels:

Focus Area(s) :STEM- Marine Science- Engineering - Technology

Abstract:
Our school is fortunate to host a Marine Science Flagship program, which includes a marine science and STEM class that all our students visit throughout the year. As a result of this unique program, our students have amassed a tremendous amount of knowledge about marine safety, marine ecosystems, and environmental protection of our coasts. They are ready to share this knowledge with our community by creating museum exhibits which will be featured in our school hallways, and also at community events on our district Connect Bus. These will be permanent exhibits built with a variety of materials and electronics that individuals would typically see in a science museum. Features such as pull drawers, interactive kiosks, and animatronic devices will be included, engaging all visitors in our school, while also showcasing our students’ learning, coding and engineering skills, and artwork. We are requesting funds for a Dremel 3D printer that students will use to print parts for their museum exhibits. We were fortunate to receive a 3D printer from TERRA last year, and it is constantly in use, prompting the need for one in each our our Marine Sciences classes. Additionally, we are requesting electronic supplies such as controllers, sound boards, and lighting effects, along with other building and art supplies.

Proposal:

How is your project innovative?   (25 points)
This project is innovative by encouraging students to be creators and showcase their knowledge in a unique way. This project was a result of a brainstorming session between our Marine Science teacher, STEM teacher, and tech coach, and we have not anything like it at any other school in our district or beyond. We are excited to help our students make an impact in our school and our community.

How will it fit into your curriculum (include standards)? (10 points)
Students in 4th-6th grade will conduct research for their museum exhibits, and write information that will later be showcased in the exhibit. LAFS.4.RI.4.10, LAFS.5.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range LAFS.4.W.1.2, LAFS.5.W.1.2, LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will collaborate and use the Engineering Process to brainstorm, create, test, tweak, and share their Marine Science museum exhibits. 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. Students will demonstrate their knowledge of science content standards and marine science topics by designing and creating unique museum exhibits to be showcased in our school SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes. SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure.

How will it encourage long-lasting change in your classroom, school or community? (20 points)
These museum exhibits will be displayed and expanded upon in our school for many years to come. Many of these exhibits will encourage students and adults to protect our oceans, and show the effects of plastic, erosion, and other marine science issues. In many cases our elementary students have more knowledge about these issues than their parents, making this a great opportunity to help educate others to protect our oceans and planet.

How will technology be utilized?  (20 points)
Technology will be utilized throughout this project. Students will conduct research using their iPads, then design their exhibits using animatronic and robotic equipment such as controllers, sound boards, and lighting effects. Students will use the 3D printer to print other needed parts for their exhibits. Students will also use their iPads and the vinyl cutter to create logos and other graphics which will make their exhibits more engaging.

What evidence will you collect to show student gain?   (10 points)
We will conduct pre and post tests to assess each student’s knowledge of science concepts, as well as their knowledge of the engineering process. We will utilize a rubric to score student museum exhibits, as well as observe their collaboration skills and ability to conduct research.

How will participants share your project results with the community?  (15 points)
Our student-created museum exhibits will be shared at our school for many years. Some smaller and more mobile exhibits will be transported using our Connect Bus and showcased at local events, such as our district Flagship Showcase. Additionally, we will share our project and grant funding with local news sources and in our social media accounts.


Budget:

Service/ Item Description Cost
Dremel 3D Printer with Filament 800.00
Animatronic and Robotic Supplies 1,200.00
Vinyl Cutter, Art Supplies, and Building Supplies   1,000.00
Total Cost of Project $3,000
Total Requested from TERRA $3,000
If matching funds identified list source:
Donated Goods/Services:

I, Matthew Araujo, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Katherine Crooke,the Principal of Old Kings Elementary and any other individuals required by my school district.

RETURN