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The goal of this grant is to provide students with interactive hardware for each iPad that is already in their classroom. My wish is for every classroom in the school to have an Osmo that attaches to their classrooms iPad. Osmo is a piece of hardware that turns the iPad into an interactive learning experience. It comes with maniplatives that enhance the learning in math through the use of tangrams and in reading with the use of letter tiles. The best way to understand Osmo is to see it in action. Please visit www.playosmo.com for a video of children using the hardware.

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Play Outside the iPad Screen

grant photo
School:
Tarpon Springs Fundamental Elementary School 
Subject:
Technology 
Teacher:
Kara Scott 
 
All Instructional Staff at Tarpon Springs Fundamental 
Students Impacted:
273 
Grade:
K-5 
Date:
November 3, 2014

Investor

Thank you to the following investor for funding this grant.

 

Jabil & The Pinellas Education Foundation - $1,580.00

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Goal

The goal of this grant is to provide students with interactive hardware for each iPad that is already in their classroom. My wish is for every classroom in the school to have an Osmo that attaches to their classrooms iPad. Osmo is a piece of hardware that turns the iPad into an interactive learning experience. It comes with maniplatives that enhance the learning in math through the use of tangrams and in reading with the use of letter tiles. The best way to understand Osmo is to see it in action. Please visit www.playosmo.com for a video of children using the hardware. 

 

What will be done with my students

Each student in the school will have a chance to use Osmo. It can be used during various parts of the day and will be an ongoing learning experience that can be used daily for years to come. In math, they will use tangrams to recreate a shape on the screen. They will have to recreate an image that is projected on the screen. Though different levels of difficulty, each child will be able to develop their reasoning and critical thinking skills. This will target math standards in all grades K-5 that involve shapes, attributes, and reasoning (please refer to the standards listed below that are broken up by each grade level). In the language arts game, it shows the student a picture and they have to figure out what word corresponds to the picture. This word can be an action word or a noun. They have to use their understanding of the English language to spell the word correctly. They will also have to recognize the spelling of irregular words, digraphs, as well as distinguish shades of meaning among verbs. Both these games can be tiered to ability level and are appropriate for all grades K-5. The benefit of Osmo is that students are experiencing learning first hand in a fun and creative way. They are accessing knowledge on multiple levels and utilizing social skills when working in partnerships and/or groups.

Math Standards by Grade
Kindergarten
MAFS.K.G.1 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
MAFS.K.G.1.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.
MAFS.K.G.2 Analyze, compare, create, and compose shapes.
MAFS.K.G.2.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
MAFS.K.G.2.6 Compose simple shapes to form larger shapes.
First Grade
MAFS.1.G.1 Reason with shapes and their attributes.
MAFS.1.G.1.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
MAFS.1.G.1.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Second Grade
MAFS.2.G.1 Reason with shapes and their attributes.
MAFS.2.G.1.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MAFS.2.G.1.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Third Grade
MAFS.3.G.1 Reason with shapes and their attributes.
MAFS.3.G.1.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Fourth Grade
MAFS.4.G.1 Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
MAFS.4.G.1.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
MAFS.4.G.1.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
Fifth Grade
MAFS.5.G.2 Classify two-dimensional figures into categories based on their properties.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Language Arts Standards by Grade
Kindergarten
LAFS.K.L.1.AP.2b Write a letter or letters for consonant and short-vowel sounds (phonemes).
LAFS.K.RF.1.AP.1g Identify or name uppercase letters of the alphabet.
LAFS.K.RF.1.AP.1h Identify or name lowercase letters of the alphabet.
LAFS.K.RF.2.AP.2e Blend and segment syllables in spoken words.
LAFS.K.RF.2.AP.2g Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends).
LAFS.K.RF.2.AP.2h Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends).
LAFS.K.RF.3.AP.3a Recognize the sound(s) for each letter.
LAFS.K.RF.3.AP.3b Produce the sound(s) for each letter.
LAFS.K.RF.3.AP.3c Identify words with long and short vowel sounds for the five major vowel sounds.
First Grade
LAFS.1.L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
LAFS.1.L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
LAFS.1.L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
LAFS.1.L.3.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
LAFS.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.3.3.a Know the spelling-sound correspondences for common consonant digraphs.
LAFS.1.RF.3.3.c Know final -e and common vowel team conventions for representing long vowel sounds.
LAFS.1.RF.3.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
LAFS.1.L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
LAFS.1.L.3.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Second Grade
LAFS.2.L.1.1.e Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
LAFS.2.L.1.1.f Use adjectives and adverbs, and choose between them depending on what is to be modified.
LAFS.2.L.1.2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
LAFS.2.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.2.L.3.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.2.RF.3.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.
LAFS.2.RF.3.3.b Know spelling-sound correspondences for additional common vowel teams.
LAFS.2.RF.3.3.e Identify words with inconsistent but common spelling-sound correspondences.
Third Grade
LAFS.3.L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
LAFS.3.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
LAFS.3.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
LAFS.3.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.3.RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes.
LAFS.3.RF.3.3.b Decode words with common Latin suffixes.
LAFS.3.RF.3.3.d Read grade-appropriate irregularly spelled words.
Fourth Grade
LAFS.4.L.3.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.4.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Fifth Grade
LAFS.5.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.5.RF.3.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
LAFS.5.L.1.1.d Use verb tense to convey various times, sequences, states, and conditions.
LAFS.5.L.1.2.e Spell grade-appropriate words correctly, consulting references as needed.
LAFS.5.L.3.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
LAFS.5.L.3.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


 

 

Benefits to my students

The wonderful thing about Osmo is that it benefits all students on all academic levels. Through the implementation of Osmo in the classroom, the student will expand and enhance their creative thinking skills as well as their understand of shapes in math and the attributes of shapes. They will reason with shapes and discover how shapes are used to build other two-dimensional shapes. In language arts, the students will not only enhance their understanding of spelling patterns in the English language, but they will gain letter sound correspondence and how some letters work together to make different sounds, learn new vocabulary words, and improve their understanding of synonyms. Every student in the school will benefit from an Osmo in each class and every teacher will benefit as well because one will be housed in every classroom and utilized each day. The Osmo is also a tool that can be used over and over again for years to come.  

 

Describe the Students

Our school has gifted, ESE, ESOL, and general education students. As a school, we are always seeking out ways to support learning in all areas and we want to encourage students who come from a variety of different backgrounds and bring different exceptionalities to the classroom. The Osmo games can be tiered to fit students who are learning English or beginning sounds to those who are very advanced and expanding their vocabulary. Often times, we find activities that target one group of students and it is rare that one thing can be so versatile, but the Osmo truly is appropriate for all ability levels. 

 

Budget Narrative

Each Osmo is $79 with free shipping. We are hoping to receive 24 Osmos for our school. This would allow every class to have their very own Osmo. Osmo currently has a program where for every 5 Osmos you purchase, you will get one free. This means we would purchase 20 Osmos but would in fact be receiving 24 for our school. This is a wonderful opportunity for our students and we truly hope that you will see that although the Osmos are $79 each, the learning that will take place is priceless.  

 

Items

# Item Cost
1 Osmo $79.00
2 Osmo $79.00
3 Osmo $79.00
4 Osmo $79.00
5 Osmo $79.00
6 Osmo $79.00
7 Osmo $79.00
8 Osmo $79.00
9 Osmo $79.00
10 Osmo $79.00
11 Osmo $79.00
12 Osmo $79.00
13 Osmo $79.00
14 Osmo $79.00
15 Osmo $79.00
16 Osmo $79.00
17 Osmo $79.00
18 Osmo $79.00
19 Osmo $79.00
20 Osmo $79.00
  Total: $1,580.00

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