Mini-Grant Application for School Year 2021-2022

Submitted by: Jerry Cantrell Email: Grade Level: 9, 10, 11, 12 Subject: Science, Engineering, Water Re
Co-Applicant: Email: Grade level: Subject:

School: Seminole High School Type: Public Grade Levels:9, 10, 11, 12 County:Florida

Approx. Enrollment: 2090 Number of teachers:100

School Address:

8401 131st St
Seminole, Florida 33776

Phone: 7275477536 Principal:Jane Lucas Email:


Project Title: Environmental Engineering and Sustainability Project
Project Dates: December 2021-November 2022 Grade Levels:

Focus Area(s) :Engineering- Environmental Science- Water Resource Sustainability - STEM

Seminole High School strives for 100% student success. It has established 21st century learning practices: research and information fluency, communication and collaboration, critical thinking and problem solving, and creativity and innovation. The project links established science and math technologies involving data collection and analysis into environmental, construction, and electrical engineering technologies courses (STEAM). The submersible remotely operated vehicles (submarines) extend learning opportunities for Seminole High School students by providing content connections within the core areas of science, technology, engineering, arts, and math.


How is your project innovative?   (25 points)
This project is innovative because it links science, math, arts, environmental engineering, construction engineering, and electrical engineering technologies (STEAM). Seminole High School (SHS) has been working towards establishing 21st century learning practices: research and information fluency, communication and collaboration, critical thinking and problem solving, and creativity and innovation. The project links established science and math technologies involving data collection and analysis into environmental, construction, and electrical engineering technologies courses. ArcGIS is taught in SHS‘ Environmental Engineering and Sustainability Academy. Additionally, students learn to fly drones for commercial and agricultural purposes. ArcGIS links data collection to aeronautical drones, which has been incorporated into SHS curriculum this academic year. SHS wants to take this to the next level by adding submersible drones into its curriculum. SeaPerch works with ArcGIS and Autodesk to establish plans that provide a method for students to build their own submersible drones that include telescoping arms and pan/tilt cameras (sea floor cleanup/seaweed inspection and visibility, respectively). The weblink for SeaPerch and ArcGIS is The weblink for AutoCAD and SeaPerch is The aquatic drones provide engaging opportunities for students to foster key 21st century skills including critical thinking, collaboration, and creativity. The learning is tangible and connected to real world applications, which are great attributes for SHS‘ STEAM program.

How will it fit into your curriculum (include standards)? (10 points)
SHS has applied for grants over the past 2 years to obtain Vernier’s probeware (data acquisition) and LoggerPro analysis tools. These tools have been successfully employed within algebra courses as well as science courses (biology, chemistry, anatomy and physiology, physical science, environmental science, physics). This year, the tools from previous grants are incorporated into the Environmental Engineering and Sustainability Academy. The Academy has 4 progressive levels of engineering technologies that teach civil, environmental, construction, and environmental engineering. It also has the Water Resource Sustainability Program, which includes 4 years of progressive courses that lead to FL DEP licensing in water and wastewater operator careers. The Water Resource Sustainability Program has utilized the Vernier technologies to analyze water quality. Both of these programs offer industry certifications such as ArcGIS Desktop Entry, AutoCAD, Inventor, Drone Safety Level 1, and Drone Visual Sight Operation (Land and Flight). The acquisition of the parts needed to create aquatic drones will lead to real-world understanding of the connections between ArcGIS, AutoCAD, and environmental sciences. The ability to obtain the AutoCAD certifications is linked to the lessons for building the aquatic robots. Growth will be identified as an increase in measured skills in the practice of science (SC.912.N.1.X), the characteristics of scientific knowledge (SC.912.N.2.X), the role of theories, laws, hypothesis, and models (SC.912.N.3.X), as well as science and society (SC.912.N.4.X) learning objectives. Additionally, the following engineering technology standards will be measured: 20.0 Use Geographic Informational (GIS) and Global Positioning (GPS) Systems, 21.0 Demonstrate and apply computer-aided design (CAD) knowledge and skills, 30.0 Demonstrate an understanding of design and development of solutions involving electrical-environmental-mechanical engineering, their environments, and their associated design constraints, 31.0 Demonstrate technical knowledge and skills associated with the design of electrical and electronic systems, and 32.0 Design and build a mechanically engineered solution suitable for a particular application in a defined environment.

How will it encourage long-lasting change in your classroom, school or community? (20 points)
This project will encourage long lasting change in the the classroom, school, and community. In the classroom, SHS will connect the STEAM learning environment. The technologies introduced through the aquatic, remotely operated vehicles connects environmental science to engineering. Through the ability to engineer a real-world model of an aquatic submersible, the students will learn how to apply their learning in a creative method. SHS has a pool. The submersibles will be placed in the pool and the students must locate, pick up, and deposit objects into appropriate locations using their devices. There are concrete connections between environmental science, construction engineering, electrical engineering, and environmental engineering with the addition of these devices to the curriculum. Additionally, discussion has began with district school to establish competitions with the devices that are created. The school will have a long lasting change with the students being able to engineer submersible drones. SHS is expanding its engineering program and this is one step in the direction of offering 21st century learning opportunities to its students. The community will also benefit from the ability to create submersible drones as we are a coastal community. SHS‘ Environmental Engineering and Sustainability Academy works closely with Keep Pinellas Beautiful (branch of Keep America Beautiful) in its efforts to provide a safe, clean Florida environment for everyone’s enjoyment. The drones are one method that SHS could expand its ability to assist Keep Pinellas Beautiful and its efforts.

How will technology be utilized?  (20 points)
GIS technologies will be used to locate observable environmental phenomena. Video capturing of the phenomena as well as electronic data capture will be used to input information into GIS overlays. Cross connections between environmental phenomena, chemistry, physics, math, arts, and engineering will be used to support the student’s understanding of learning objectives that are relevant to their grade and subject of study. Students will be enhance their learning through debating past experimentation with newly obtained information. Data will be captured to study learning objectives related to chemistry, physics, math, environmental science, environmental engineering, construction engineering, and electrical engineering technologies. The chemistry learning objectives will be related to environmental objectives, which in turn will be related to physics objectives, which will be directly utilized in the engineering objectives. Each course is a building block connecting to or enhancing understanding of the world and its workings. The video analysis will provide a method for students to actively review and revise information to constantly improve their understanding through the interconnections of data and scientific discourse.

What evidence will you collect to show student gain?   (10 points)
Increases in industry certifications related to the use of the aquatic robots is the most readily available information that shows student gain. Certifications earned this past year in AutoCAD will increase from 10 to 50 (that’s five fold). ArcGIS certification takes two academic years. It will be 2023 before students will test for ArcGIS certification; however, it is expected that the submersibles will provide links to understanding the benefits of ArcGIS. Additionally, SHS uses a testing application called Performance Matters. Performance Matters allows statistical review of the students’ comprehension of learning objectives. The statistical analysis of learning objectives, an increase in industry certification, as well as objective review of improved experimentation techniques will be used to show student gain.

How will participants share your project results with the community?  (15 points)
Seminole High School has a monthly newsletter that is sent to families. The Environmental Engineering and Sustainability Academy is already in the first issue of this academic year's publications. Throughout the year, the newsletter, Yearbook, and Daily Show (aired on Wednesdays and Thursdays) will provide insights to the Project. The Academy will also create pamphlets regarding the environmentally sustainable efforts accomplished at the high school for all students to share with their families; this project will become part of these communications. Additionally, Administration of Pinellas County Schools is aware of the proposed projects and has stated that we will be able to obtain local media coverage as the project progresses.


Service/ Item Description Cost
FRAME subsystem (a separate Excel spreadsheet can be shared) 215.69
THRUSTERS subsystem (a separate Excel spreadsheet can be shared) 883.33
CONTROLLERS subsystem (a separate Excel spreadsheet can be shared) 1,216.52
MATERIALS other (a separate Excel spreadsheet can be shared) 684.46
Total Cost of Project 3000
Total Requested from TERRA 3000
If matching funds identified list source: There are funds from NOAA, FS American Water Works
Donated Goods/Services:none 0

I, Jerry Cantrell, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Jane Lucas,the Principal of Seminole High School and any other individuals required by my school district.