Call Us: 386-255-6475 ext 50730

The objective for this proposal is to obtain Futures funds to purchase 18 ring stands, 18 ring supports, weights and string for pendulum labs that can be used in all the science classrooms at Heritage Middle school, over 1,000 students, to implement Argument Driven Inquiry activities, as described in our curriculum maps. The ring stands will also be used for other common labs that have been developed throughout all grade levels. This year we are implementing, inclusion of all ESE, low -performing students, into all science classrooms across campus. We are working diligently to provide all students, including the ESE and non-English speaking students with hands on activities and labs that will increase engagement and understanding of difficult concepts. The ring stands will allow us to implement many standards-aligned labs on a regular basis. The labs and activities allow for the new concepts to be presented in words, pictures and sound which research has shown to be more effective than content presented in words alone.
This request will provide teachers with the tools to provide standards aligned instruction, thus increasing student achievement. Content that will be utilized is carefully mapped to the FL standards and will provide rigorous instruction.

< Back to Search Grants

 

Hanging on by a thread!

grant photo
School:
Heritage Middle School 
Subject:
Science 
Teacher:
Cynthia Wright 
 
Jennifer Coll, Amanda Silva, Dennis Prestwood, John Freeland, Josh Jordan 
Students Impacted:
1100 
Grade:
6-8 
Date:
August 27, 2019

Investors

Thank you to the following investors for funding this grant.

 

FUTURES - $350.00

Anonymous - $179.00

Share

Please share this page to help in fulfilling this grant.

Facebook Twitter email

Goal

The objective for this proposal is to obtain Futures funds to purchase 18 ring stands, 18 ring supports, weights and string for pendulum labs that can be used in all the science classrooms at Heritage Middle school, over 1,000 students, to implement Argument Driven Inquiry activities, as described in our curriculum maps. The ring stands will also be used for other common labs that have been developed throughout all grade levels. This year we are implementing, inclusion of all ESE, low -performing students, into all science classrooms across campus. We are working diligently to provide all students, including the ESE and non-English speaking students with hands on activities and labs that will increase engagement and understanding of difficult concepts. The ring stands will allow us to implement many standards-aligned labs on a regular basis. The labs and activities allow for the new concepts to be presented in words, pictures and sound which research has shown to be more effective than content presented in words alone.
This request will provide teachers with the tools to provide standards aligned instruction, thus increasing student achievement. Content that will be utilized is carefully mapped to the FL standards and will provide rigorous instruction.
 

 

What will be done with my students

Students will use the ring stands and supports to implement many labs across all grade levels as described below. The focus will be on first implementing inquiries that support literacy through science. This will occur through implementation of ADI lessons, argument driven inquiry labs, that will focus on the following standards:

SC.6.E.7.5 and SC.6.N.3.4 The students will use the ring stands and thermometer clamps to explain how energy provided by the sun influences global patterns, including: atmospheric movement (wind), temperature differences between air (atmosphere,) land (geosphere,) and water (hydrosphere), and create a model to investigate how the sun’s energy causes changes in temperature of air, land, and water.
SC.7.P.11.2 and SC.7.N.1.1 The students will investigate and describe the transformation of energy from one form to another through building a pendulum using the ring stands. They will plan and carry an ADI lab, argument driven inquiry scientific investigation, in which they will identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. This lab will also cover standard SC.7.P.11.3 in which students provide evidence to explain that energy cannot be created or destroyed, only transferred.
SC.7.P.11.1: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. – Students will use different amounts of water and a hot plate to design an experiment to investigate what happens to molecules inside water as heat is added to a system. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. - Students will use the hot plates to gather 3 heated materials of the same mass, but different surface areas, they will add them to separate containers of water to measure the temperature changes. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
SC.7.P.11.1: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Students will use the hot plates to investigate specific heat, evaporation rates, and kinetic energy by heating water. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Students will use the hotplates to investigate physical properties such as melting and boiling rates. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
SC.8.P.9.2: Differentiate between physical changes and chemical changes. Students will use the hotplates to heat different materials so they can determine if a physical or chemical change has occurred. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Students will use the hotplates to observe warmed liquids representing convection currents which model the movements within the earth and atmosphere. The ring stands and thermometer clamps will be used to secure the thermometers so that students can keep their controlled variables, like thermometer depth constant as they gather their data.
The inquiries that will be implemented through science classes will directly benefit the students with their mastery of the following literacy standards, as the ADI labs includes a direct connection to the following literacy standards because they are completely student driven and encourage discussion and argumentation:
English/Language Arts Florida Standards integrated during science labs and activities:
LAFS.68.RST.1.3 – Follow precisely a multistep procedure when carrying out experiments, taking measurement or performing technical tasks.
LAFS.68.RST.3.7 – Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flow chart, diagram, model, graph, or table.)
*During class discussion and debates (ADI):
LAFS.68.SL.1.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
 

 

Benefits to my students

The ring stands, supports, and string/weights will benefit students because right now they must try to conduct labs with makeshift materials that frustrate them and hinder their learning. These tools will not only allow them to use actual scientific tools, but the materials will encourage students to persist with their data collection because they won't become frustrated with subpar materials. Students will work together to increase not only their understanding of content, but also, their social-emotional skills, such as working and communicating with their peers. The argument driven inquiry, activities, and labs we implement with these ring stands and thermometer clamps will provide students with a chance to design their research and find results on their own, they will be student centered. The students will engage in the argumentation process where they can share their ideas with their peers and discuss whether they agree or disagree with one another. The inquiries will consist of peer reviews which improve the critical thinking skills of students. ADI provides students with the ability to share and evaluate their findings with each other, improve their communication and writing skills, and understand the construction of scientific knowledge. The students will work as real scientists and hopefully they will acquire an excitement for science that encourages them to not only enjoy the subject, but maybe even pursue a career in the science field. The students will have hands-on experiences and memories with real materials and tools opposed to just reading a worksheet. The ring stands and supports provided by the grant will assist in creating a lasting impact where students will be able to use their learning experiences to make connections in their future learning. The student labs will be assessed and district summatives will be closely analyzed to assure student understanding of the concepts. 

 

Budget Narrative

Set of 18 ring stands, 18 supports, weights and string that will be utilized by all Heritage students in all classrooms. The quotes were obtained from Home Science Tools and Walmart.  

 

Items

# Item Cost
1 18- Support Stand, 6" x 9" base, 24" @ 20.00 eachrod $360.00
2 18 - Ring Supports @ 6.50 each $117.00
3 3 - fishing weight sets @ $10.00 each $30.00
4 3 - string @ 5.00 each $15.00
5 shipping $7.00
  Total: $529.00

Share

Please share this page to help in fulfilling this grant.

Facebook Twitter email

 

Special Thanks to Our Presenting Partners

Amscot

FUTURES Foundation for Volusia County Schools

Embry-Riddle Aeronautical University

William & Linda Cuthbert

Heart of Volusia, Inc.

Duke-Energy

Florida Health Care Plans & Florida Blue

Florida Power & Light Company

Noopur Ranganathan

SunTrust Foundation

Rue & Ziffra

Launch Federal Credit Union

Addition Financial

New Smyrna Beach Board of Realtors

Mader Southeast

Cobb Cole