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Post Mini-Grants Here for ii09

Please submit in the comment section below your mini-grant addressing these three areas.

Thanks.

 

Identification: Please give your Name & Name of School where you work or where you intend to use the grant money.

 

Specific Aim / Goal: A few sentences on the educational goal / outcome for your students and how this is made possible by equipment/supplies puchased with mini-grant.

 

Proposal: Brief description of how you plan to use the equipment in your classroom to reach your educational goal.

 

Equipment: Description of the equipment you plan to purchase.

Comments

Wil Franklin's picture

Shoshana Golan

 

In keeping with what I have learned in class this summer, I believe that I will be able to assist my students in learning Hebrew by offering music as a tool to support what they have learn through my teaching.

 

I will buy a multiple CD player and CDs of Hebrew music, that is not instrumental.  The singer will provide the lyrics so that my students may be better able to grasp command of the language using this mode of teaching and learning.

 

I will also buy some Hebrew games to support their learning as well.  This will allow for interaction in learning that is fun and requires cooperative interaction as the language unfolds in yet another manner.

 

I am interested in taking classes that will allow me to teach my students how to improve their language skills by using the computer.  I will seek computer programs with games and lessons that my students will be able to not only utilize in school, but at home as well.  This will enable them to engage they family members as well.

 

Additionally, I will purchase Hebrew DVDs and a DVD player for my classroom and show films, in Hebrew, to my students, so they will experience The Arts in this manner.  I will buy a television for my classroom to utilize the DVD player and DVDs for my students.

 

So everything I plan to do is to support my students continuing to learn Hebrew language, utilizing various educational and instructional tools.  These tools will support the things I teach in class on a daily basis.  These support tools could be set up as learning centers in my classroom.

 

This is, in part, several of the ways I will use the $300 from each of the 2 sessions ($600.00 total) to support my lessons.  There are many areas of interest that I have already begun to pursue to utilize these funds, in support of giving my students activities to support the lessons they learn in my class.

 

I will also buy supplies for students to do projects that are based on art that will summarize the lessons and units that I teach them, featuring what they are learning.

 

I will buy posters for my classroom, written in Hebrew, to decorate our room with age and lesson appropriate materials.

 

Thank you very kindly,

Shoshana Golan

 

Wil Franklin's picture

Joyce Theriot's Grant Proposal

 

Grant Proposal for the Bryn Mawr 2009 Summer Institutes:

Brain and Behavior

Inquiry Institute 

 

Title:   Developing Deep Understanding Using Brain-Related Transformation of Power and Human Connections

Goal:  In view of the success of “Culturing the Norm Setters in my Classroom” (Bellwether) last year I plan to extend and enrich my design. Using metacognitive techniques and brain-based biology outlined in the resources offered in the Inquiry and Brain Institute: http://www.newhorizons.org/neuro/zull.htm

http://coe.sdsu.edu/eet/Articles/metacognition/start.htm

/exchange/wfrankli/learning

 I will incorporate methods to help students identify the times and situations in science when they approach or achieve deep understanding.  I have developed and will implement a weekly plan that targets student movement and fosters their “ownership” of the room and ultimately the science work that is conducted there. To start students thinking about their own thinking, I am having them construct a “Brain-Drain” paper every day during the 10-15 minutes that I am reviewing during the start of class. They are allowed to doodle, invent, write, create - anything that’s not offensive. I collect it every day and briefly scan and place a check mark on it for validation. I hope to gain insight about their unconscious doodling as they listen to my summaries of our science content. Students will place each Brain-Drain in a separate section of their binder and at the end of the MP they will select their best one to put within the outside plastic, clear-view sleeve of the binder. Besides gaining insight into the student’s thinking process, this collection may also serve as a bridge between us that will offer human and caring connections that are richly valued by teens. They will know that I care and respect their thinking process. This in turn, I predict, will motivate my students to achieve for intrinsic reasons. This process, as described by Zull in The Art of Changing the Brain, could initiate deep understanding. I am very enthusiastic about this research!

 Grant Materials from Brain & Behavior
and Science Inquiry Institute

50 Binders x $2.00 = $100.00

(with a clear view plastic front and back face to put “Brain Drain” papers)

Genetics Kit and extra fast Wisconsin Fast Plants seeds - $ 80.00

Shelves, lights and other materials - & 60.00

Nikon Cool Pix (for student photo documentation) - $ 250.00

Intel Digital Microscope (toy) 200x – $50.00

3 Plastic carts with 5 shelves- $60.00
(for student movement within classroom via document dispersal)

Digital Scale – $50.00

Hot Plate - $ 50.00

 

Wil Franklin's picture

Geneva T's Grant Proposal

The most valuable way for me to utilize the materials' funding is via professional development, for which the budget is extremely limited. Actually, this funding would be divided into 2-3+ catagories.

The first, professional development, is time provided to inform educators about the importance of physical and mental rest, which will provide obvious emotional relief. In laying this ground work, understanding would be given on as the body sleeps the brain 'plays catch up' as it continues to process all it has taken in since the body last awoke. This institute would be referenced as a link to my entries to-date on the body and brain resting.

The second, equipment for demonstration, would be to purchase a portable CD player which includes natural sounds to assist the listener in relaxing their whole body, especially their mind; as well as purchasing 'Mozart for Children' as a suggestion of music to be played during an independent reading lesson for example, to help focus and settle the students (Pre-K to 12th). Reaching a state of tranquillity might not be appropriate for a professional development, although certainly demonstrating techniques that may be implemented for 15 minutes of prep time or 1/2 hour in your closed office would serve as tension relief and meaningful time to re-group. Additionally, this demonstration encourages the educator to relax at home, especially at bed time, for a more peaceful and balanced sleep; while at the same time suggesting that the evening news be veiwed in place of the nightly broadcast, or at least not the last activity you experience before going to bed and to sleep.

The third, providing (non-composition book) journal samples, to encourage educators to write for reflection that which they are realizing as a result of being quiet in the midst of their day and sleeping more restfully during their nights. Of course, it is important to write how this may be a challenge as well; and how they are endeavoring to overcome the challenges. This journal is for their personal use, however, in subsequent professional development sessions they may want to share some of their experiences in time allotted for this. Note: educators give journals to their students, yet may not take advantage of utilizing them personally.

The fourth, purchase rest and sleep DVDs, for use in these sessions to provide greater understanding from professionals in this field of study. This tools would be utilized in time scheduled for these sessions only, with the 2-3 'free' professional development sessions allowed, dedicated for this purpose.

Thank you for providing this institute to explore these areas of interest and need. Thank you for the funds to purchase supports to extend what we have explored, learned, and are willing to share with others.

Wil Franklin's picture

Judith Odoms Grant Proposal

Identification: Please give your Name & Name of School where you work or where you intend to use the grant money.  Judith Lucas- Odom School Village @ Chester Upland

 

Specific Aim / Goal: A few sentences on the educational goal / outcome for your students and how this is made possible by equipment/supplies purchased with mini-grant.

 The goal of this mini grant is to help students understand the inquiry process by getting them thinking differently by using their multiple intelligences. 

Proposal: Brief description of how you plan to use the equipment in your classroom to reach your educational goal.

 I plan to have my students create a video portfolio of how they learn using their multiple intelligences.  We will create songs and demonstrations using lab ideas from fast plants, bubble logy, DNA of strawberries, and NASA lunar rovers.  They will create weather station blogs and keep journals of how they investigate and proceed with their inquiry.  We will work in themes for each month.  They will set the tone of the inquiry and decide which intelligences to use based on how best they think.

Equipment: Description of the equipment you plan to purchase.

The equipment I plan to use are the fast plants and 2 containers and light setup $65.00.

Bubbles soap and paper plates for bubble logy $10.00

Magnet Kits  6 sets  $72.00   DVD, CD’s for portfolios $20.00.  $ 133.00 toward a Refurbished computer so the students can make their videos on $499.00 + shipping

 

Dr. Geneva E. Tolliferreo's picture

Grant Proposal for Materials

August 31, 2009

The most valuable way for me to utilize the materials funding is via professional development, for which the budget is extremely limited. Actually, this funding would be divided into 2-3+ catagories.

The first, professional development, is time provided to inform educators about the importance of physical and mental rest, which will provide obvious emotional relief. In laying this ground work, understanding would be given on as the body sleeps the brain 'plays catch up' as it continues to process all it has taken in since the body last awoke. This institute would be referenced as a link to my entries to-date on the body and brain resting.

The second, equipment for demonstration, would be to purchase a portable CD player which includes natural sounds to assist the listener in relaxing their whole body, especially their mind; as well as purchasing 'Mozart for Children' as a suggestion of music to be played during an independent reading lesson for example, to help focus and settle the students (Pre-K to 12th). Reaching a state of tranquillity might not be appropriate for a professional development, although certainly demonstrating techniques that may be implemented for 15 minutes of prep time or 1/2 hour in your closed office would serve as tension relief and meaningful time to re-group. Additionally, this demonstration encourages the educator to relax at home, especially at bed time, for a more peaceful and balanced sleep; while at the same time suggesting that the evening news be veiwed in place of the nightly broadcast, or at least not the last activity you experience before going to bed and to sleep.

The third, providing (non-composition book) journal samples, to encourage educators to write for reflection that which they are realizing as a result of being quiet in the midst of their day and sleeping more restfully during their nights. Of course, it is important to write how this may be a challenge as well; and how they are endeavoring to oversoem the challenges. This journals are for their personal use, however, in subsequent professional development sessions they may want to share some of their experiences in time allotted for this. Note: educators give journals to their students, yet may not take advantage of utilizing them personally.

The fourth, purchase rest and sleep DVDs, for use in these sessions to provide greater understanding from professionals in this field of study. This tools would be utilized in time scheduled for these sessions only, with the 2-3 'free' professional development sessions allowed, dedicated for this purpose.

Based on the assessment of space, CD/Sound Player, CDs, Journals, and DVDs, the base cost of this professional development is $400.00 per session.

Thank you for providing this institute to explore these areas of interest and need. Thank you for the funds to purchase supports to extend what we have explored, learned, and are willing to share with others.

Dr. Geneva E. Tolliferreo
Director of Education
IPAAM
Philadelphia, PA

Jill Bean's picture

Grant Proposal

Jill M. Bean: Lansdowne Friends School.  110 N. Lansdowne Ave. Lansdowne, PA 19050

 

On the second day of the Brain and Behavior Summer Institute 2009 Paul said, "Teachers don't need to stimulate the kids.  They need to provide the kids with things to act on and to see what will happen."  This statement struck a chord with my experiences, combined with some others thoughts I had been having about education, and planted a seed for my Grant Proposal.  I would like to use the money from the Bryn Mawr Mini-Grants towards providing more field trips for my students.  Our school has not budget for field trips and many families are already struggling to pay tuition, making it difficult for teachers to find funding to field trips.  I think the students in my class will learn more content and learn it more deeply, if the curriculum is linked to the real experiences that can arise from field trips. 

During the Inquiry Institute 2009, I began to think about and explore how I could reframe the field trip experience using the Open-Ended Transactional Inquiry model.  I hope that by using this model my students will become more active participants and more interested learners while on field trips. Below the list of costs for the Mini-Grants, I  have included a draft of my thinking on how to change a field trip experience to be more of an inquiry experience and to include it as a part of an on-going Inquiry Investigation. 

 

Field trips to fund with the Bryn Mawr Mini-Grants:

These field trips correspond to the classroom themes of Colonial Pennsylvania, Our Natural Community, and Oceanography. 

The sum of the fees for these 4 field trips is $635. 

 

 

Field Trip to Colonial Plantation
A Reframing through Inquiry

As part of a larger thematic inquiry my class takes a trip to the Colonial Plantation.

Beginning: Tell the kids that we are taking a field trip to the Colonial Plantation next week.  The Colonial Plantation is set up like a colonial house and farm. 

What do you think we might see there?  - Oral brainstorm

What do you still wondering about colonial farms, or what do you want to about colonial houses or farms?  - Either teacher or students write down their questions on chart paper.  Hopefully the brainstorming of questions is generative, if not I would try asking them more questions to stir up their own questions. 

Then look over the questions.  Try to combine some similar questions --> condense the list somewhat. 

Ask each child to choose a question that they would like to research while on the trip.  Try to make sure each question has 2/3 kids researching it. 

Tell the students that each of them is responsible for trying to learn more about their questions while on the trip.  After the trip the different students will work together to present their findings to the whole class. 

Brainstorm ways that the class might be able to find answers to their questions while on the trip, (i.e.  Look around, listen to the guide, ask questions, etc). 

While on the trip ask the students if they remembering to research their questions...I would try to divide the class into groups, so that the partners were in different groups (then perhaps each partner might be exposed to slightly different information, leading to dissonance and learning...).

After the trip, the partners/group members would get together and share what they had learned.  Then they would need to decide on a way to share what they had learned with the class --> it could be a skit, an oral presentation, a written essay, a poster, etc. 

I’d the class to include in their presentation a “Now what?” section.  What questions do you still have?  Any new questions?  What could be your next step in researching? 

RecycleJack Marine's picture

Mini Grant Proposal for ii09

Identification:

Jack Marine

Global Leadership Academy Charter School

5151 Warren Street

Phila PA 19131

Guided Inquiry Science Class for Sixth Grade

Goal:

Students in sixth grade will be studying Physical Science during the second of three semesters at our school. In the first part of their unit the focus will be on all forms of renewable and non-renewable energy. Students will begin their studies focused on Solar Power. SWBAT describe how the change of energy from one form to another is called Energy Transfer. Students will be investigating how much we depend on solar energy, specifically that energy from the sun is used to produce almost all the food on Earth. In an effort to create a realistic view of how we can harness the power of the Sun, students will use model solar car kits to build toy cars that run on solar power.

Proposal: Through the use building and running solar powered (toy) cars, students will be able to see how the rays of the sun can actually cause an electrical motor to create energy to sturn wheels housed on the solar powered toy cars. Students will watch a homemade solar powered car video, which will introduce them to the final outcome of this project.

Equipment: I plan to purchase fourteen Silicon Solar model car kits @ $15.95 per kit plus S&H. A product description can be found at http://www.siliconsolar.com/solacar-p-16671.html

I also would like to purchase one Elenco Energy Conservation kit: This scientific kit is designed to let children learn the importance of energy conservation. Includes a detailed book that explores several types of renewable energy including:
 

  • solar
  • tidal
  • wind
  • hydroelectric
  • geothermal
  • biomass

The cost of this kit is $60.00 including S&H. (http://www.brainwavestoys.com/elenco-energy-lab-c-173-p-1-pr-16529.html)

Total amount requested = $300.00

Deborah Hazen's picture

Grant Request

Identification: Deborah Hazen, Lansdowne Friends School, 110 N. Lansdowne Avenue., Lansdowne, PA

Specific Aim / Goal: I plan to support students in developing a series of open ended transactional inquiries. Pre-college students frequently see science as something that someone else does and expect that their engagement with science is as memorizers and reproducers of facts. This makes science a competitive sport with the end goal being the pursuit of a series of right answers. I would like students to leave my class with a sense that science is a way of thinking, a type of curiosity, and and transactional process that benefits from increased social dialogue around questions and ideas.

 Proposal: To accomplish my goal, students need the resources and time to develop inquiries that are both related to the curriculum and really matter to them. They will have ample opportunity to design an inquiry related to one of our science units this year, either during our study of space, bio-engineered foods, brain and behavior, and crime lab chemistry.

Equipment: The $300 will be used to purchase supplies through Carolina Biological Supply that will allow student groups to conduct their inquiries. Any remaining dollars will contribute toward the purchase of a flip video camera so that student groups can document and share their work.

Wil Franklin's picture

Verolga Nix-Allen's bbi and ii09 Grant Proposal

BRYN MAWR SUMMER INSTITUTE
              Brain and Behavior: Paul Grobstein, Instructor
              Inquiry:                 Wilfred Frankin, Instructor

                       “THE INQUIRING BRAIN SINGS”

IDENTIFICATION
     My name is Dr. Verolga Nix-Allen.  I am a retired public school Music
Teacher.  I have taught grades K-12. I’ve enjoyed high school the
most.  I am now the founder, Music Director, composer and arranger of
an auditioned, professional choir of 28 voices divided into Soprano,
Alto, Tenor and Bass, named the INTERMEZZO CHOIR MINISTRY.

OBJECTIVE/GOAL
     For years I have advocated not eating chocolate, nuts and popcorn,etc
before a concert or ministry. What I neglected to say was what to eat
before singing. I would like to use this mini-grant to delve deeper
into that theory. I shall experiment, with the aid of a nutritionist,
what to eat and not to eat before singing. I now have an opportunity
to try and test my theory.  My goal is that the members respond to
the valuable connection of health and healthy eating not just now but
as a life-style. As we explore this story  together, hopefully their
thinking, pitch and placement of tones will improve and be less
wrong.

METHOD         (Six months- November 2009-April 2010)
      •        Collaborate, set up, monitor experiment with
        registered nutritionist
      •        Select 2 responsible/willing persons from
        voice part (8)
     Prepare a packet for each participant to include:
      •        Picture of brain parts effected by singing
      •        List foods/snacks to eat & not to eat before singing
      •        Time to eat or not to eat them before singing
      •        Journal to record info/data pertinent @ experiment
      •        Folders

EVALUATE
      •        Bring everyone together to brain storm and record
        results
      •        Participants fill out questions & collect journals
      •        Print-out, explain, refine data and present to choir

BUDGET  ($300 per Institute)

      •        Nutritionist                             $   50.00
      •        Choir Members (8x$25.00)                     $  200.00
      •        Food./snacks                             $  325.00
      •        Packet Preparation                             $   40.00
                                                                                                                             ______________
                                                $  615.00

Syreeta Bennett's picture

Grant proposal

Syreeta Bennett

Pastorius Elementary School

5650 Sprague Street

Philadelphia, PA 19138

The kindergarten science curriclulum consist of three units. These units are Trees, Friction, and Animals. The primary goals for these units are for students to recognize: 

 -Living things are made up of parts that have specific functions.

 - Trees are growing living organisms that have basic need, including water, light, and nutrients from the soil.

- Living things grow and change over time.

 - Trees are a resource that can provide people with wood and food.

 - Friction is the force that opposes or slows the motion of objects.

- The sun, air, and water cycle work together as a system to give us weather.

- Measurements and records help us predict weather and make decisions about our daily lives.

- All animals have basic need (air, food, water, space).

- Animals have different structures that serve different functions in growth and survival.

 - Animals react to the conditions of their environment.

- All animals change their environment. Some changes are detrimental, some are beneficial.

 In order for my students to achieve these goals, I will need to supplement the materials available in the Science kits.  I also want to enhance the units by doing further inquiry investigations based around each unit. I want to do a herb garden for the tree unit.  I also want a terrarium and aquarium in my classroom.

Materials

Plants (including soil and containers)            $66.50

Herb garden (parsley, sage, dill, etc.)           $25.00

Pillbugs and sowbugs                                   $23.50

Sand                                                              $5.00

Beetles                                                         $25.00

Guppies                                                         $18.00

Snails                                                            $10.00

Science journals                                            $53.65

Books on trees, animals, weather               $50.00

Dry erasers                                                  $19.99

Gloves                                                         $5.00

Butcher paper and posterboards               $25.00

Total                                                            326.64 

 

 

 

Edward Bujak's picture

Mini-Grant Proposal

 

Mini-Grant
Inquiry Institute 2009 – Bryn Mawr College
 
 
Identification:
 
Edward Bujak
 
HOPE Charter High School
 
2116 East Haines Street
Philadelphia, Pennsylvania, Pa. 19138
267-336-2730
 
 
Specific AIM/Goal:
 
My goal is to have students develop their own mini-lessons in an electronic digital format that is virtual, dynamic, and interactive. These will be posted and available 24/7/365. I plan, along with help from some students, to create an “interactive smart board” to help engage students more actively in their own learning. I hope to also provide some digital-ink capture capabilities with the “interactive smart board” so we can save the dynamic creation of live notes.
 
I want to help students to become digital-aware critical consumers and producers of useful cross-curricular manipulatives and lessons. This can be self-sustaining with podcasts, pencasts, screencasts, Webcasts, and virtual manipulatives.
 
Math/Science Education – with computers - http://www.wolfram.com/broadcast/videos/matheducation/
 
 
Proposal:
 
In this inquiry-based format, the student will select short topics (or focused concepts) and report with an electronic product that can be viewed or played by anyone, anytime, anywhere. I will have students work individually and in teams of two on short projects to foster collegiality, community, and citizenship in creating their small projects on the “interactive smart board” for classroom activities, but also using tools to create virtual manipulatives for fellow students and future students. At all times I will require a “formal” 5-10 minute presentation on the electronic product that must include the processes used to craft the finished product – so we can all progress to higher levels. Hooking the students with technology is only the beginning as this will hopefully grow. I am excited to have the students think about their own thinking to craft useful “stuff” for other students and teachers.
 
 
Equipment:
 
 
Wolfram Mathematica ($49 special offer - http://wolfram.com/30minutes)
 
Headset ($20)
 
Create “interactive smart board”:
            Wimote ($40)
 Tripod ($20)
            IR pens (2 @ $8.00 each)
            Blue Tooth dongle ($30)
 
Total: $375 + S/H
 
NOTE: For this iteration, I will supplement students’ desires with personal equipment and personal software as needed.

 

 
 
 
Rachel Roberts's picture

Re-Post Equipment needed for future scientists!

Necessary equipment needed for future scientists!

Rachel Michelle Roberts

2400 N. Front St.  #54

Philadelphia, PA 19133

Identification:

My name is Rachel Michelle Roberts and I currently teach in the school district of Philadelphia. I am a fifth grade teacher at William H. Hunter Elementary school located in North Philadelphia.                

Specific Aim/Goal:

I plan to purchase a number of essential materials in order for my students to be successful using inquiry while learning. This will allow each student in my class to become an inquiry based explorer. They will finally get the opportunity to truly examine and explore science. We never have enough of anything in order to do lab projects. This is very frustrating as a teacher because I have to choose who the “scientist” is going to be that day or week. It is unfair for the students to learn in these conditions. I plan to purchase enough materials for each topic during each report card period. In the fifth grade we will explore three main topics of interest. They are Solar Energy, Variables and Ecosystems. These materials I plan to purchase will add to the core curriculum materials and allow students to truly “think outside the box”.

Proposal:

My specific goals for my students are for them to have more inquiry based experiences within our Science curriculum. Unfortunately, they are unable to explore true science because of the lack of finances within the district as well as the enormous number of students in a single classroom. The items I would like to purchase are very simple necessities that a teacher needs to run a classroom of thirty plus students.  I am trying to pull in outside materials that will allow my children to investigate, explore and inquire about science. We are not given enough supplies or funds to supply our students. My hope is that these simple supplies in addition to the supplies I plan to purchase for my students this year will allow for a more organized, yet inquiry based science curriculum.

Equipment:

-Magnetic write and wipe Adjustable Easel   - Classroom Science Corner   $179.00

- Energy for the Future and Global Warming Book Set   $63.95

-Scholastic Ecosystems classroom Book Set   $46.00

-Dialogue, Discussion and Debate Science Book   $24.99

-Standards based Science Investigations Book Grade 5   $16.99

-Science Graphic Organizers and Mini-Lessons Book   $10.99

-Scientific Method Banner for the Classroom Science Corner    $5.50

Total - $347.42 + S/H

 

Rachel Roberts's picture

Grant: Rachel Roberts

Rachel Michelle Roberts

2400 N. Front St.  #54

Philadelphia, PA 19133

Identification:

My name is Rachel Michelle Roberts and I currently teach in the school district of Philadelphia. I am a fifth grade teacher at William H. Hunter Elementary school located in North Philadelphia.                

Specific Aim/Goal:

I plan to purchase a number of essential materials in order for my students to be successful using inquiry while learning. This will allow each student in my class to become an inquiry based explorer. They will finally get the opportunity to truly examine and explore science. We never have enough of anything in order to do lab projects. This is very frustrating as a teacher because I have to choose who the “scientist” is going to be that day or week. It is unfair for the students to learn in these conditions. I plan to purchase enough materials for each topic during each report card period. In the fifth grade we will explore three main topics of interest. They are Solar Energy, Variables and Ecosystems. These materials I plan to purchase will add to the core curriculum materials and allow students to truly “think outside the box”.

Proposal:

My specific goals for my students are for them to have more inquiry based experiences within our Science curriculum. Unfortunately, they are unable to explore true science because of the lack of finances within the district as well as the enormous number of students in a single classroom. The items I would like to purchase are very simple necessities that a teacher needs to run a classroom of thirty plus students.  I am trying to pull in outside materials that will allow my children to investigate, explore and inquire about science. We are not given enough supplies or funds to supply our students. My hope is that these simple supplies in addition to the supplies I plan to purchase for my students this year will allow for a more organized, yet inquiry based science curriculum.

Equipment:

-Magnetic write and wipe Adjustable Easel   - Classroom Science Corner   $179.00

- Energy for the Future and Global Warming Book Set   $63.95

-Scholastic Ecosystems classroom Book Set   $46.00

-Dialogue, Discussion and Debate Science Book   $24.99

-Standards based Science Investigations Book Grade 5   $16.99

-Science Graphic Organizers and Mini-Lessons Book   $10.99

-Scientific Method Banner for the Classroom Science Corner    $5.50

Total - $347.42 + S/H

 

Kathy Swahn's picture

Making Learning Electric While Making it Stick Like a Magnet – G

Identification: Please give your Name & Name of School where you work or where you intend to use the grant money.

Kathy Swahn, Sandy Run Middle School 

Specific Aim / Goal: A few sentences on the educational goal / outcome for your students and how this is made possible by equipment/supplies purchased with mini-grant.

Describe how voltage difference causes current to flow, describe the difference between series and parallel circuits, recognize the function of circuit breakers and fuses, describe the magnetic field produced by an electric current, explain how a magnet exerts a force, describe properties of magnets, and describe how electromagnets are used, and explain how an electric motor operates. 

Proposal: Brief description of how you plan to use the equipment in your classroom to reach your educational goal.

I plan to use the laboratory kits listed below to encourage more hands on inquiry learning with my electricity and magnetism units. I will be able to cover content that I did not cover in the past due to the lack of lab supplies. 

Equipment: Description of the equipment you plan to purchase.

Carolina Supply Order:

Item number:

Item:

Cost:

758231

Intro to Magnetism

$120.00

755961

Intro to Electricity

$140.00

447970

Magnetism and Electricity Bingo

$27.95

758322

Iron Filings

$5.30

                                                                                                                                Total $293.23

                                                                                                                                 Tax     $17.60     

                                                                                                                                          $310.85

 

 

 

 

Dalia Gorham's picture

Plant Fun/ mini-grant

Plant Fun

 

Identification:

My name is Dalia Gorham, I teach 3rd grade at Samuel B. Huey located in West Philadelphia.  I intend to use the grant money to enhance my current science curriculum.  It is my hope to aquire materials to help promote inquiry in my classroom. These materials will allow students to "play", explore, and learn.

 

Specific Aim/ Goal:

The objective is for my students to be able to engage in hands-on activities and explorations.  In order to successfully persue inquiry-based learning many materials are needed. However, funding is extremely limited. I will purchase such supplies with the mini-grant.  I would like for my students to be able to specifically explore plants.

Sample Lesson:

Philadelphia Science Standards:  Generate questions about objects, organisms, and/or events that can be answered through scientific investigation.

Materials:

1. fast plants  2. artifical light (plant lamps)  3. Window area with a lot of natural sunlight 

4. tap water   5. fresh spring water  6. soil 

 

Rationale/Objectives:

Students will be introduced to structured inquiry so that the teacher may lead students into guided inquiry. Students will also be able to use  scientific method as a guide for inquiry.

 

Lesson:

1. Teacher will assess students prior knowledge through the use of a KWL chart.

(what we know, what we want to learn, what we learned)

 

2. Teacher will explain the scientific method (as a refresher) to students.

3. Teacher will convey to  the students that we will be conducting an experiment to find out what environment a plant will grow best in, artifical light vs. natural sunlight  &  tap water vs. bottled spring water.  Teacher will ask students to brainstorm in their groups to decide the best way they think we could conduct this experiment.  As a whole group we will develop the procedures for the experiment.

4. Students will work in groups to develop a hypothesis about what environment they think the plants will grow best.

 

 5. In groups students will plant their seeds, and place their plants in the different environment (natural light, artifical light).  They will water their plants as labled (spring water, tap water)

 

6.  Students will keep a journal and record data collect, students will measure the plants, draw pictures, note observations- how many flowers, strength of stem. etc.

 

7. At  the end of 3 weeks students will report results and draw conclusions. In groups students will discuss what variables may have accounted for any differing results.

 

8. Students will refer back to WHAT section on the KWL, to develop a inquiry experiment.

EX: Will the color of a light bulb affect how a plant grows, Is there better fertilizer, etc.

 

9. In groups students will conduct new experiments.

 

Proposal:

The materials I plan to purchase will allow my students  to conduct experiments and explorations. The materials purchased will enhance our current science curriculum. Most of the materials are needed to grow plants in order to conduct experiments.

 

Equipment:

Carnivorous Plant Set                                        $24.95

E-Z Garden Kit                                                    $98.00

Nitty Gritty Soil Science Kit                                  $29.95

Root-Vue Farm                                                    $32.95

Seed Assortment Set                                          $15.95

The Soil-Less Garden Lab Investigation              $45.95

Sprout & Grow Greenhouse with Wonder soil   $45.95

Growing Lab Activities for Growing Minds             $31.15

Stephen Cooney's picture

Grant Proposal

Stephen Cooney

Science Department

Delaware Valley Friends School

19 E Central Ave

Paoli, Pa 19301

 Title:  Assessing the Functionality of Inquiry as an Introduction to a Science Lab

Specific Aim/Goal

The plan is to use Inquiry Instruction as a methodology in a science lab.  The material and essence of the lab will be introduced in an Inquiry Instruction mode (only).  The effectiveness of the Inquiry mode will be assessed in comparing the student’s lab results, with the standard expectations for the lab.  In addition, comparisons will be made to earlier lab work by the individual students as well.  This lab would occur well after the students are fully familiar with lab equipment and methods and standards.

 

Proposal

Our school makes extensive use of Vernier equipment for studying Newtonian mechanics and Sound and Light.  We have no Vernier equipment for studying electricity.  The particular lab I envision using these probes with (Ohm’s Law) is delightfully suited to Inquiry Instruction as the lab instructions make a metaphorical comparison between electric current and water flow in pipes.  One we cannot see and one we have a real feel for.  The probes I plan on purchasing are required to conduct the lab.

 

Equipment

We have the necessary interface equipment, and power sources, but need Vernier’s probes to measure the current, resistance and potential difference in a simple circuit and have it integrate with the primary lab analysis tool we use, Vernier’s Logger Pro.

Vernier Current Probe $39 each

Vernier Differential Voltage Probe $39 each

I need 5 pairs as a minimum, a total of $390 + S/H

 

Stephanie Dubin's picture

My Grant Proposal

My name is Stephanie Dubin and I work at William Hunter School in North Philadelphia. I plan to use my grant money to enhance my science curriculum through biomes and ecosystems. Currently teachers are responsible for finding activities to match science curriculum content. The resources we have are outdated, limited, and in need of consumable hands on materials. To enhance the curriculum, high interest non-fiction science materials  and inquir based material need to be accessible for student and teacher use.

Pennsylvania State Standards addressed while executing  my grant:

4.3.4.A  Know that plants, animals and humans are dependent on air and water.

4.3.4.B Understand that the elements of natural systems are interdependent

4.3.5.B.Identify how human actions affectenvironmental health

4.3.5.C. Understand that the elements of naturalsystems are interdependent

4.4.6.B. Understand the concept of cycles

4.4.6. C. Identify how ecosystems change over time.

4.7.4 A. Identify differences in living things

4.7.4 B. Know that adaptations are important for survival

 

Curriculum goals and objectives targeted in the grant :

Know that all living things need airand water to  survive

Identify actions that can prevent or reduce waste pollution

Identify the effects of a healthy environment on the ecosystem

Identify pollutants

 Identify sources of pollution.

 Identify litter and its effect on theenvironment.

Describe how people can reduce

Identify some of the organisms that live together in an ecosystem.

Understand that the components of a system all play a part in a healthy natural system

Explain the water cycle

Explain why plants and animals are different colors, shapes and sizes and how these differences relate totheir survival

Identify local plants or animals and describe their habitat.

 

 The outcome of the mini-grant would be for my students to have a deeper understanding and appreciation of biomes and ecosystems as well as promote a curiosity about science. The selected reading materials will help build child-centered knowledge centers for children to visit and learn from. Students will use the consumable materials to construct terrariums and learn about ecosystems in different biomes. We will be focusing on the tundra, rainforest, desert, and grassland biomes. The resources will allow the students to participate and explore the science content at a deeper level. The more stimulated a child is in learning a new concept the more memorable the concept .

The grant materials will be used to promote a community of inquiring learners.

Item          

 #

Cost

Brassica Rapa

1

50 for $10.75

Ohaus Compact Portable Electronic Scales

1

$27

Student thermometers

5

1@ $2.35 = $11.75

Plastic Petri Dishes

2

20 for $2.65 = $5.30

What is a Biome? (Bobby Kalman) 

1

$6.95

Zoobooks

20

20 @ $2.00 = $40

Soil

1

$84

Mychron class timers

2

6 for $26.95 =  $53.90

Bulb holder

1

$2.00

MacCourt All Purpose tub

1

$11.00

Plastic storage boxes

10

1 @ $2.00= $20

Cabbage white butterfly eggs

2

1 @ $7.00 = $14

A Web of life: Philip Johansson (grassland, Frozen Tundra, Rainforest, Desert

4

1 @ $23= $92

Soil

3

1 @ $6.97= $20.97

Sub total Amount

$399.62

The rest of money will be used for sand, glue, butcher paper, balloons, buckets, plates, cups, polyester, funnels and other consumable resources.

 

Diane Balanovich's picture

Grant

Nature is man’s teacher.  She unfolds her treasures to his search, unseals his eyes, illumes his mind, purifies his heart; and influence breathes from all sights and sounds of her existence.

                                                                                    -Alfred Billing Street

Diane Balanovich at Mary McLeod Bethune Elementary School, Philadelphia School District. 

This grant money is intended to supplement the current science curriculum and to bring hands on experiences and experiments into the classroom. I am anticipating beginning an urban garden within my school.  I want students to see and experience the benefits of nature. I believe by creating this urban garden it will instill a desire to learn about how organisms grow and interact within an environment.  During the year, activities will continue to emerge and expand across curriculum content areas and continue to foster inquiry and experimenting throughout the year.

 Pennsylvania State Standards that will be addressed while implementing the grant:

3.1.4. A. Know that natural and human-made objects are made up of parts.

3.2.4. A. Identify and use the nature of scientific and technological knowledge.

3.3.4. A. Know the similarities and differences of living things.

3.6.4. A. Know that biotechnologies relate to propagating, growing, maintaining, adapting, treating and converting.

3.7.4. A. Explore the use of basic tools, simple materials and techniques to safely solve problems.

3.8.4. A. Know that people select, create and use science and technology and that they are limited by social and physical restraints.

 

 

The educational goals and outcomes will be, but not limited to, the following:

 

·        The students will be able to identify the elements that are needed in the environment for living organisms to grow.

·         The students will illustrate patterns that regularly occur and reoccur in nature.

·         The students will identify observable patterns.

·         The students will recognize change in natural and physical systems.

·         The students will be able to describe the change to objects caused by heat, cold, light or chemicals.

·         The students will provide clear explanations that account for observations and results.

·         The students will generate questions about objects, organisms and/or events that can be answered through scientific investigations.

 

These standards and outcomes will be addressed by using inquiry to generate questions and lead students to discover information.  The students will then and be able to expand their thoughts and drive their own instruction toward developing experiments to test their ideas. This allows studnets to develop inquiry skills that will continue to foster the love of learning and continue to understand that life is a continual cycle of learning. The materials will be used in the development of their experiments to test their ideas.

 

 

 

 

     When developing my plan, I decided to create a comprehensive program that would be used continuously throughout the year.

Introduction: Take the students outside and asking them to observe what's around them.  We would list everything we saw.  Then I would then prompt students to develop vocabulary about what we call the space that is around us ,such as surroundings, environment or niche.  We would then discuss, "What is present in the environment?" We would discuss do the elements in the environment change?  What changes are there?  How would it change how things grew.  The students would then be prompted to think about how we can change the environmental conditions.  They would then develop a plan on how to test the environnmental changes (amount of light and amount of water). EXECUTE EXPERIMENTS-Lesson

Students should make and log observations in journals. Collect and graph data about observed observations.

Materials needed: fast grow seeds, peat moss, perlite,light bulbs, bulb holder

Environment:

Extention: After taking part in these experiments, I would like to expand their thinking by discussing things such as differences in, types of soil (ph), types of light, temperature and sources of water.  Experiments can be developed by the students to test these environmental changes.  Students should make and log observations in journals. Collect and graph data about observed observations. Report out on findings. Can conclusions be draw from these observations and data.

Materials: soil testing kit, peat moss, perlite, colored light bulbs, bulb holders, heating mat?

Native Plants:We would then continue to expand our thinking by discussing what types of plants are native to where we live. We would identify and plant some native plants in the garden. This could lead into a discussion on how Native Americans used the plants and herbs that were available to them. Social Studies can be tied in by discussing how people use natural resources for different products. Continuing from there, I would like encourage students to think about how they created these products and how we could go about reproducing their products.

Materials: vegetable seeds, flower seeds, rake, hoe, seed trays, fertilizer,mulch, grass seed

Extention: What insects are found within the native plant garden? What are they eating? What do they perfer to eat? Are insects the same in all environments? Composting can be addressed within this area too.

Environmental changes and plant life:  In the greenhouse, we would discuss how the environment is different in the greenhouse and because of the difference, could we grow different types of plants. We would then discuss how we would decide what plants would grow under the environmental conditions that are present. Students would need to take into account growing seasons and time for the seeds to grow. Can these items be planted with the amount of time that is present before the first frost or temperature changes in the season?

 Materials: vegetable seeds, flower seeds, rake, hoe, seed trays, fertilizer,mulch, grass seed

 

Equipment: Description of the equipment you plan to purchase.

Equipment

Quantity

Cost

Vegetable seeds                                 

7 pks.

$20.00

Flower seeds

5 pks.

$20.00

Grass seed

5 lbs.  (2)

$34.00

hoe

1

$15.00

Butterfly Garden Seeds

1

$9.95

rake

1

$15.00

Perlite

3.95 (5)

$19.75

Peat Moss

3.2 cu ft. (4)

$49.68

PH Test kit

1 kit

$10.00

Heating mat

 

$85.96                                       Optional

Shovel

1

$15.00

Seed trays

 1     (5 pk.)

$12.95

Bulb Holders

4

$4.00

Colored Bulbs

4

$4.00

 

 

 

Nature sun print paper

2

$21.90

Sunflower Collection

 

$9.95

Organic fertilizer

2 bottles (2 lbs.)

$15.00

Book – Square Foot gardening

1

$12.00

Mulch

2 Cu Ft. (6)

$25.98

Wisconsin Fast Plants

200 seeds

$26.50

Total                                                                                                    $340.66 with heat mat $426.62

 

 

 

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