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50% Funded

Only $500.00 Needed

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Goal

Champion Elementary is Florida’s first completely immersive Engagement Lab. (The picture submitted with grant request is themed as Jurassic Park.)The Engagement Lab uses classroom transformations to create immersive experiences for students without ever having to leave the classroom. The goal is to boost student engagement by taking part in an experience that connects them to the skill(s) and makes meaning for them. Grant funds will be used to purchase supplies needed to complete classroom transformations. 

What will be done with my students

Unit Focus: Weather. Supplies needed to transform the classroom will be used for several weeks for instruction on standards for grades 2-5 involving weather. Differentiated by grade level standards, students will engage in weather predicting, cloud identification, identifying different types of precipitation, identifying climate zones, making weather tools, water cycle lab, and learning how to become a meteorologist! This unit will begin in October for approximately 5 - 6 weeks. Supplies requested for Weather: Hanging cloud pieces $40, inflatable rainbow $25, assortment of umbrellas $50, table covers $40, colored ink cartridge $60 Total: $215
Standards taught within this unit: SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season; SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.; SC.2.E.7.3 Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). SC.2.E.7.4 Investigate that air is all around us and that moving air is wind SC.E.7.5 State the importance of preparing for severe weather, lightning, and other weather related events; SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost; 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.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.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and timeSC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains. SC.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. SC.5.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
Unit focus: Force and Motion. Supplies needed to transform the classroom will be used for several weeks for instruction on standards for grades 2 – 5 involving force and motion. Differentiated by grade level standards, students will engage in investigating to provide evidence of the effects of balanced and unbalanced forces on the motion of an object, record measurements and data of an object’s motion to provide evidence that a pattern can be used to predict future motion and determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. This unit of study will begin in February for approximately 4 weeks. Supplies requested for Force ad Motion: NASCAR theme: inflatable tires $30, cones $30, checkered flags $30; banner $20; table covers $30, Hot Wheel buildable straight track kits $60 Total: $200
Standards taught in this unit: SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion. SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.SC.4.P.12.1 Recognize that an object in motion always changes its position and may change its direction. SC.4.P.12.2 Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change. SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects. SC.2.P.13.2 Demonstrate that magnets can be used to make some things move without touching them SC.2.P.13.3 Recognize that objects are pulled toward the ground unless something holds them up SC.2.P.13.4 Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object
Unit focus: Physical and Chemical Changes. Supplies needed to transform the classroom will be used for several weeks for instruction on standards for grades 2 – 5 involving physical and chemical changes. Differentiated by grade level standards, students will have to discern what properties of matter were used to create different mixtures. They will then be challenged to separate candy mixtures based on clues provided. This unit of study will begin in November for approximately 4 weeks. Supplies requested for Physical and Chemical changes: extra-large cauldron $60, clear ornaments $40, table covers $40, aprons $75, inflatable candy (gummy bears, lollipop, tootsie roll) $75, candy balloons $20 total $310
Standards taught in this unit: SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification.SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. SC.4.P.8.2 Identify properties and common uses of water in each of its states. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states. SC.2.P.9.1 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.
Unit focus: Life Science. Supplies needed to transform the classroom will be used for several weeks for instruction on standards for grades 2 – 5 involving life science. Differentiated by grade level, students will be given a patient report from which they must do research to diagnose the patient and “operate” to put the patient back together. This unit will begin in April for approximately 4 weeks. Supplies requested for Life Science: scrub gowns $60; headlamps $55, plastic syringes for science lab $40, empty plastic pill bottles $40, table covers $40, posters $40 Total: $275
Standards taught in this unit: SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support. SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
 

Benefits to my students

The added benefit of the supplies will provide students with the complete immersive experience of the engagement lab. The engagement lab provides the ability to transform the room through projectors, music, and additional LED colored lighting to set the stage for learning. Classroom transformations engage students on a deep level, which begins to develop student buy-in. Creating a total immersive engagement lab fosters a positive mindset for high student achievement and growth.  

Budget Narrative

Weather: Hanging cloud pieces $40, inflatable rainbow $25, assortment of umbrellas $50, table covers $40, colored ink cartridge $60 Total: $215
Force and Motion NASCAR theme: inflatable tires $30, cones $30, checkered flags $30; banner $20; table covers $30, Hot Wheel buildable straight track kits $60 Total: $200
Physical and Chemical Changes Sweet Shoppe theme: extra-large cauldron $60, clear ornaments $40, table covers $40, aprons $75 (cost for a class set - students will not keep the aprons), inflatable candy (gummy bears, lollipop, tootsie roll) $75, candy balloons $20 total $310
Life Science Operation game: scrub gowns $60 (cost for class set - students will not be taking home); headlamps $55 (cost for a class set), plastic syringes for science lab $40, empty plastic pill bottles $40, table covers $40, posters $40 Total: $275
 

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