SELS Vernier Additional Probes and Sensors

Grant Applicant
Lorenzo Worster
Grant Date
2019
Grant Category
Amount Funded
$1689.00
Description (10 points)

This grant is to extend a previously funded grant for Vernier probes and data collection for LabQuests to include more probes for further experiments and probes that are compatible with Chromebooks. With the addition of more Godirect sensors, we have the capability of data collection straight to student Chromebooks as well as expanded capacity for experimentation.

Benefits of Program (10 points)

These probes will allow expanded capabilities for investigation into thermal energy transfer, affect of greenhouse gasses on climate as well as motion and forces.

Success of Program (10 points)

The program is already a success with students using the Vernier equipment to collect and analyze data using professional instrumentation.

Implementation (10 points)

Program has already been implemented and these probes and sensors would add to the capabilities.

Sustainability
The probes and instruments can be used year after year.
Can you share this grant with your grade level or subject team?

Yes I will be sharing it with 8th grade science.

Taxes
$0.00
Shipping
$18.00
Other funding sources

No other funding sources. 

Equipping the Molecular Biology Lab at NTHS

Grant Applicant
David Steakley
Grant Date
2019
Grant Category
Amount Funded
$3218.00
Description (10 points)

This grant seeks funding to purchase a 16,000G microcentrifuge for classroom use in biology and AP biology courses at NTHS. A microcentrifuge allows the separation and isolation of various biological samples by on mass from complex samples.

A microcentrifuge is a standard part of a modern biology laboratory and allows scientists to complete a number of modern molecular biology protocols. Having access to this will allow teachers to complete relevant and engaging labs with classes. Examples include: isolating DNA from students in class, preparing samples of DNA from supermarket bought fish to determine if the label matches the actual species, preparing samples for DNA sequencing of bacteria from Lake Tahoe water samples to potentially identify new bacteria present in the lake, creating DNA samples to use in bacterial transformation activities to creating glowing bacteria, among others. These tools will allow science students at NTHS to get real world experience using professional level equipment and doing modern, interesting molecular biology experiments. This is a tremendous help because students are able to contextualize and apply the scientific concepts they are studying in their courses with their own hands. With the transition to the Next Generation Science Standards (NGSS) this is now the expectation and the purchase of this tool will allow NTHS students to keep up with the now increasingly rigorous standards.  As the district broadly transitions to NGSS science instruction, students students will need to engage with tools and labs like these in order to build the 21st century skills. This skills are paramount for success in future science careers, and success on upcoming NGSS-aligned science assessments.

Benefits of Program (10 points)

Funding this proposal will have durable and long-term benefits to the student population at North Tahoe High School. The purchase of the microcentrifuge will allow the labs described above to be delivered to students in all grades (all 9th graders in  biology and upper classmen in AP bio). Over time the whole school population will benefit from their use. The microcentrifuge will be stored and reused with no further upkeep cost. Consumables required for its use will be paid for with the yearly NTHS science department budget. Numerous empirical studies have demonstrated that student-centered, hands-on curriculum, like these labs, increases student learning outcomes in a variety of ways. Labs and equipment like this allow students to physically engage with real science data, and form their own conclusions based on their observations. It also allows them to arrive at universal truths about many chemical and biological principles by generating and testing hypotheses themselves rather than reading information from a book and taking it as fact. By providing opportunities for students to stretch their critical thinking skills and "act like scientists" while they look at real science data, they are able to internalize the information in a far deeper and more authentic way. Not only does this type of learning experience motivate and engage students, these skills are cross-curricular in that they allow students to create meaningful argumentation from evidence and use quantitative arguments to support their ideas, having far-reaching benefits across subject areas.

Success of Program (10 points)

Discrete program success: This program will be a success if students are able to use the microcentrifuge to complete the labs described above and  to master the specific content referenced within them.

 

General program success: As described above, this program will allow students to engage in scientific content in an authentic, hands-on way. This leads to more generalized success by having a positive impact on student motivation and engagement with the subject matter, by supporting 21st century skills development, and pushing students to create meaningful argumentation from evidence and use quantitative arguments based on data they collected to support their ideas.

 

Evidence to support discrete and general success: Before coming to North Tahoe High School, I taught in another district where I worked in a small team of teachers to write or modify similar labs as a part of the transition to NGSS. Last year at NTHS, I delivered labs like these to students, but had to provide “example data” they could work from because we did not have access to the required instruments to collect it ourselves. While it met the bare minimum requirements, it was far from ideal. Research has shown that when students collect data themselves and participate in the experimental planning, as well as data collection and analysis themselves their level of understanding and retention is higher. Beyond covering specific performance standards and lab content, this labs and investigations seek to allow students to experience how "real science" gets done, and how ideas are shaped by data and curiosity to arrive at the ideas we currently think of as correct. Initial evidence suggests that these types of NGSS-aligned learning experience foster this curiosity and better-prepare students for careers in the sciences. Labs we can do with a microcentrifuge are objectively interesting and get students talking about science outside of class.

Implementation (10 points)

With the purchase of the microcentrifuge labs requiring its use will begin in 2019-2020. The lab plans and lesson materials already exist, we are simply missing the instrument itself that allow us to complete them. Students will use the microcentrifuge in groups, and a single machine can run an unlimited amount of samples,  so only a single instrument will be required for all classes.

Sustainability
This project is sustainable and durable. This one-time funding will allow these labs to be implemented every school year going forward at low cost (consumables only). The lab plans and student materials that facilitate the lessons using the microcentrifuge have already been generated and shared with teachers at no cost. The microcentrifuge itself is not consumable, and will be cared for and stored at the school site to be reused yearly. Consumables (reagents, enzymes, plastics etc.) will be paid for yearly in the NTHS science budget.
Can you share this grant with your grade level or subject team?

Yes, I have already generated all of the required student and teacher materials, and have discussed how they will be implemented by the other science teachers at NTHS. The materials are available for review if requested. This machine can also be used by other teachers at the site and I am willing and able to provide assistance and support, as needed, to ensure successful implementation. Truckee high biology classes would also be welcome to run samples on it as well.

Notes

The microcentrifuge listed above is the best value for the money after some careful comparison shopping. There are instruments that can perform similar,  limited functions, but based on reviews of their durability I don’t think they are a good investment long term. It would be a shame to buy a slightly cheaper instrument that doesn't last, or can’t do a certain function that might be required in a future protocol. The model listed above is “future proof” because of it specs, and the warranty provided by the manufacturer. It will allow the most complete set of labs to be completed for the smallest amount of money.

Taxes
$144.13
Shipping
$0.00
Budget Notes

Product is described here: https://www.bio-rad.com/en-us/sku/1660602edu-model-16k-microcentrifuge?ID=1660602EDU

 

Education pricing is the quoted amount. We have already set up a verified education account with the vendor.

Other funding sources

I did speak with my site team, and it is possible that site fund could be used to support this project, however, that would mean that money normally directed towards science class consumables (lab reagents etc.) would no longer be available for other science courses and some other specific labs may need to be removed from the curriculum because of a lack of funding for consumables.

Grow System for Observing Genetic Traits

Grant Applicant
Katie Santos
Grant Date
2019
Grant Category
Amount Funded
$382.00
Description (10 points)

As part of our life science expedition, we are learning about heritable traits. We study the history of Gregor Mendel, the father of modern genetics. As part of our study, we are using Wisconsin Fast Plants to replicate his work with peas. These amazing plants can grow and produce seeds to be planted again in approximately 40 days under the right conditions. That means that we can grow 3 generations of plants in a semester. The students will be able to observe the life-cycle of plants as well as the difference between genotypes and phenotypes. In the third generation they will be able to observe the probability of a recessive trait appearing when the parent plants carry both a dominant and recessive allele.

We would like to purchase two grow boxes from Carolina Biological that come with an LED lighting system to quickly grow plants. Along with the grow boxes, we would like seeds from Wisconsin Fast Plants which come with dominant and recessive traits, so that we can separately grow them in the two boxes and then cross pollinate them to see the probability of the phenotypes. 

Benefits of Program (10 points)

Giving students real experience with science always outweighs reading about someone else doing it. This project will give students the life experience that genetic traits really can be manipulated by humans. It will give them experience with growing plants and pollinating as if they were the bees. The students will be charged with the responsibility to care for the plants and document their growth and change. This supports mastery of many of the NGSS Life Science standards in a way that teaches the scientific method and strengths observation and data collection skills. 

Success of Program (10 points)

This year My 7th graders and I attempted to  build our own hydroponic grow box using recycled plastic bottles. We have had mixed results in our plants due to the lighting I had purchased with our school fundraiser money. The lights have a very narrow beam and only the plants in the middle grew well. We moved plants around to share the light and noticed changes in the growth rate. This caused the plants to flower at different times and with varying success.  Through observation, the students came to the conclusion that with a better lighting and storage system, our plants would have been able to yield more seeds for the next round. While this was all an interesting process and learning experience, I would love to take the suggestions from the students and have a better system in place for next year.

With this new system in place, we will be able to breed three generations of plants in one semester while observing the probability of inherited traits. Not only will we be able to observe the heredity, but we will have flowers growing in our class to observe the anatomy of a plant. We can use them to explore taxonomy and discuss how scientists categorize organisms. 

In a recent survey I gave to my students, they commented that they enjoyed learning through the hands on activities we have been doing. They feel they learn the best when the learning is combine with an experience. This crew has been using their observation and problem solving skills to suggest how to make the growth of the plants more successful. As we grow and learn, I hope to be able to walk a class through 3 generations of genetic inheritance in a semester.

Implementation (10 points)

These two grow boxes, that come complete with lights, will be used in the 7th grade classroom during the second semester. We will plant “Wisconsin Fast Plants” which grow from seeds into flowers and finally produce plantable seeds, all in 40 days. We will plant flowers with purple, hairy stems in one box and flowers with green, smooth stems in the other. The students will cross pollinate the flowers and grow the flowers to maturity. When the seeds are ready to be harvested, we will plant the cross bread seeds. Theses seeds should all show the phenotype of the dominant green, smooth stems. After cross pollinating and harvesting a second crop, we will use the seeds to show the probability is 25% recessive and 75% dominant. This will mimic what we learned from Gregor Mendel and in Punnett Squares.

Sustainability
The grow boxes are easy to store and can be used year after year as 7th graders learn genetic inheritance. The only part that will need replenishing will be the starter seeds and soil. This is the less expensive part and could be purchased from other funding sources. There are many lessons that can be learned from growing plants and these grow boxes will make that possible in Truckee where we typically have a short growing season in the school year.
Can you share this grant with your grade level or subject team?

The grow boxes can be used throughout the school in other grade levels as they study how plants grow. Younger grade levels study how we get food, and they will also be able to use the grow boxes to grow their own miniature farm.

Taxes
$29.00
Shipping
$32.00
Budget Notes

All items are purchased through Carolina Biological.

Other funding sources

We used our class fund raiser money for the first attempt at buying grow lights. There are other funds to provide seeds in the future. 

Cold Stream Alternative, Project based assessment materials request

Grant Applicant
Kurt Zapata
Grant Date
2019
Grant Category
Amount Funded
$1131.00
Description (10 points)

Cold Stream Alternative School serves high school students both in Tahoe City and in Truckee. Cold Stream offers an innovative program developed to meet the needs of families who want more choices and flexibility in their child's education. We provide small class sizes and personal instruction along with a rigorous, yet flexible schedule that allows students to work from home or while traveling.

Cold Stream offers a project-based, hands-on curriculum. This program gives students the flexibility to design an educational path that works for their needs. Students meet half days on campus Monday-Fridays, so that they can also take classes at Sierra College or at one of TTUSD’s traditional high schools. Our program affords flexibility for students to pursue other interests or to participate in extra-curricular activities or sports. Cold Stream stakeholders are proud of the six-year accreditation the school received in 2017 from the Western Association of Schools and Colleges.

Benefits of Program (10 points)

I believe that many students can benefit from participating in this program. In the Independent Study model, students meet with instructors at least once per week, review concepts previously studied, participate in activities that reinforce understanding, assess mastery of information, activate schema for subsequent assignment and plan the following week's assignment. Students practice metacognitive skills to determine the best course of mastering and demonstrating understanding of academic concepts. This requires a huge commitment on the part of the student but they learn skills that will help them in all aspects of their life. Students learn soft skills (collaboration, self-efficacy), communication skills, time management and most importantly, a deeper understanding of own thought processes. 

The students that will particularly benefit from this program are students at risk of graduation, non-traditional students who are lacking motivation for coming to school and students looking to guide their own learning. This program gives students a degree of autonomy that may students desire.

Success of Program (10 points)

There are multiple metrics that could define the success of this program. These metrics include but are not limited to; reduction in missed days or tardies, making connections to or being motivated in, other classes, a connection to a caring adult in the school setting, increased feelings of self-efficacy or increased GPA.

Implementation (10 points)

Biology, Chemistry, Physics, Environmental Science and Physical Science classes are currently being offered at Cold Stream Alternative High School. Students have strongly expressed their desire to demonstrate their understanding of the salient concepts through project based assessments particularly skateboard construction. I have ordered and received the Roarockit, table top skateboard press and veneer system and the Chemistry cohort has started constructing boards. Students will complete the construction process, apply graphics, ride the board and analyze the their product. In their analysis, students will explain the choice of wood species and glue using industry specifications, rationale for shape and graphics and overall aesthetic. Students have demonstrated increased motivation to demonstrate mastery of the concepts used in the board construction. I would like to offer this project based assessment to next year's Chemistry, Physics and Environmental Sciences students.

For the Waves Unit- Sound & Light, in Physics, I have previously offered a project based assessment about color. Students design, print and wear Trucker Hats and/or 1" buttons with their own design. They analyze their choice in graphics using an Graphic Design format. Students have expressed their desire to see the return of this project.

Sustainability
The current model is not sustainable if materials are consumed without being purchased by the student/student's caregiver/s. I feel as though asking for a donation to the project would be an acceptable model to attempt sustainability but do not want to stigmatize students that may not be in a financial position to make that contribution.
Can you share this grant with your grade level or subject team?

This grant would not allow fund enough materials to share with grade level or subject team but would demonstrate the efficacy of the projects.

Taxes
$0.00
Shipping
$295.00

Growing Plants in Kindergarten

Grant Applicant
Kim Krengel - Kindergarten TES
Grant Date
2019
Grant Co-applicants
School Site
Amount Funded
$783.00
Description (10 points)

In Kindergarten Science  (K-LS1-1) we use observations to describe patterns of what plants and animals (including humans) need to survive.  The needs of plants for light, soil, water and space to grow is observable.  We would like a hands-on experience, an outdoor classroom in addition to the use of media,  to grow plants and observe.  We are asking for a community garden, specifically a raised garden bed for our new kindergarten playground.  We (all 4 classrooms will team up and create a garden twice a school year.  All children will be a part of the process.  We would plant twice in both September and again in the spring. Each child will have the opportunity to plant, compost, water/ tend to the garden and harvest both vegetables and flowers!  We would be able to extend our observations with activities including math, science, writing, art, reading and celebrating with a harvest of hopefully good food to eat!

Benefits of Program (10 points)

Students will benefit from an outdoor classroom experience.  The hands on value is so important, as the kids will be part of the process and gain life-long learning skills.  Students will be taking care of this community classroom space as a cooperative group.  They will be able to observe the life cycle and needs of plants firsthand.  The cross-curriculum amazing teaching that will occur in both our indoor classrooms as well as this outdoor classroom is beneficial.  They will develop skills and gain knowledge to continue growing plants and become amazing gardeners and possibly grow their own food one day for sustainability.  An outdoor garden bed is healthy living and goes hand in hand with our Harvest of the Month program.  Our students will be joyful and get their hands dirty and be thrilled to have a garden!   I remember my class garden from 50 years ago :).

 

Success of Program (10 points)

The opportunity for students to work in an outdoor classroom is an overall wonderful concept.  What is learned in our outdoor class joins our indoor learning of science and plants. We will participate in many great activities that will be based on our garden including math and calculating space, to being an artist of the plants we've grown.  All of our gardening will naturally connect with Earth Day / Every Day concepts throughout the year, and help take care of our environment.

Implementation (10 points)

All 4 Kindergarten classes will be part of the planning process, set up, and will start planting in the Fall when school begins.  Our principal agreed that the facilities department would be able to put our garden together and we have a space for it planned.  Soil would be delivered and planting would begin right away.

Sustainability
Regular care to maintain this garden bed will happen. It will be securely covered in the winter snowy months and reopened when ready. Any repairs would be taken care of in a timely manner. (Composting and nutrients, fresh topsoil etc. can be added using class funds in the future).
Can you share this grant with your grade level or subject team?

Our entire grade level will be part of the entire process for years to come.  This will be our Community Garden.

Notes

www.Hayneedle.com      item # OLT028        Raised Cedar Garden Bed 8'x12' . -free shipping

Soil prices from Rock n Rose, Truckee .  + delivery fee

Taxes
$131.88
Shipping
$300.00
Other funding sources

No other funding available

Formative Loop 2019- Math Skills for 4th Grade at TES

Grant Applicant
Jamie Maitia
Grant Date
2019
Grant Category
School Site
Amount Funded
$1557.00
Description (10 points)

Formative Loop is a daily math practice program for students. It covers all of the basic skills related to the state standards that students need for success at each grade level.  For example, at fourth grade the students will start with a review of addition and subtraction, then move onto multiplication and division. Once those skills are mastered the program moves onto place value, rounding, fractions, decimals, multiples, factors, angles, area, perimeter, and more.  The program combines paper-pencil practice for the students with an online grading and management system for teachers.

How it works: The program automatically generates a skill sheet for each student based on their grade level. Then, the students complete the paper-pencil skill sheet. This can be done daily, weekly, or at any pace preferred by the teacher. Once that is completed the teacher goes online where the answer key for each student automatically comes up, and each sheet can be easily and quickly graded. The teacher then clicks whether the student passed, needs to retry, or is absent. After grading, in one click, the system creates the next set of exercises based on how the students performed, homework for those that need to practice, and any reward certificates earned.

There are many key features of the program. Skills can be skipped or completed in the order preferred by the teacher. Students work at their own pace, so everyone is working at the level where they need to practice. Students can also be placed in a lower or higher grade level than their class if they need more differentiation. Students get to work with pencil and paper, while the teacher gets to grade and manage the program online with easy access. The program is much easier to manage than traditional daily/weekly math practice. If students show mastery of a set of skills on the first practice page, they can skip ahead to the next set of skills. For example, if the student passes the mixed multiplication page on the first try, they can skip ahead to division. If they don’t pass the mixed multiplication page on the first try, they will go to the multiply by 1s, then 2s, etc. Then they will get another chance to pass the mixed multiplication page before moving onto division.

Benefits of Program (10 points)

The Formative Loop program is designed to supplement our current math curriculum and not be used as a replacement. The math curriculum we use does not have an element that helps students practice all of the basic skills needed at each grade level. Most students need basic daily practice of these skills so that they can successfully use all of these skills in larger more complex problems, which are often the style of problems found in our math curriculum. All students will benefit from this program regardless of their ability level. Because the program works at the pace of each individual student, and students in one class can be placed in different grade levels it is ideal for every student. Students that have already mastered some skills can skip those sections, while working at a slower pace through the sections where they need more practice. Even students that have an IEP and are working several grade levels below their peers can still feel like they are a part of the group because they can be placed on a different grade level set of skills (for example: a fourth grader can be placed on first grade skills). The program also automatically prints reward certificates when students pass a set of skills and the students get points for completing and passing skill sheets. This makes it fun for the students, and they have an easy way to be proud of their achievement. This also makes it easy for a teacher to set up an incentive reward program for students as they work through the skills.

Success of Program (10 points)

I have been using this program in my class since October of this school year. I have seen an improvement of the basic math skills of my students since this time. They have been practicing their skills and implementing that knowledge when they work with our math curriculum. Having more confidence and success with their basic math skills has helped improved their ability to complex word problems and more complex problems.  The students get excited to see the results of their test and they are all very supportive of one another. The homework pages that print out for students who need to retry a skill are very helpful and an easy way for me to make sure they are practicing. When a student completes the practice page they pass the skill on the next try 90% of the time. This is a much greater success rate than I saw in the past with the multiplication practice pages I used in the past. This program is research based and there have been studies conducted that prove the success of the program.

Implementation (10 points)

The program will be implemented in all of the fourth grade classrooms next year. Each of the teachers will set up the program for their students and run the program in a way that suits the dynamics of each classroom. As a grade level team, we will monitor the success and growth of our students. We will share information and discuss ways to keep improving the success of our students with this program. This program will be used to supplement our regular math curriculum.

Sustainability
This grant is for a subscription for the 2019-2020 school year. If the program continues to be successful we will look into ways to fund the program for the following school year, and we will look at the possibility of expanding the program to other grade levels.
Can you share this grant with your grade level or subject team?

This grant will be shared with the fourth grade team and all students in the fourth grade.

Notes

Please let me know if there are any questions about this program. I have been using it for most of the year and would be happy to provide student examples and show how the program currently work with my class. Thank you. 

Taxes
$0.00
Shipping
$0.00
Budget Notes

The subscription is $7 per student. I estimated a high number of 95 students for next school year. The actual price will be based on the enrollment next school year, but should not exceed the $665 amount listed above. 

Other funding sources

There are no other funding sources for this program at this time. 

Rocks, Minerals & Geological Processes for the NGSS

Grant Applicant
Jessica Keller
Grant Date
2019
Grant Category
Grant Co-applicants
Amount Funded
$1930.00
Description (10 points)

With the transition and implementation of the Next Generation Science Standards following the Preferred Integrated Science Framework recommended by the State of California, seventh grade science is going to be teaching concepts that were previously taught in sixth grade.  After collaborating with the sixth grade teachers, organizing the science supplies, and taking inventory there are a number of resources we would like to purchase for seventh grade science.  These activities include rock and mineral reference charts for students to consult as they identify unlabeled rock and mineral specimens. A variety of different rock and mineral specimens that students can identify using a streak test, glass plate, hand lens, magnet, nail, penny and the Moh's Hardness Scale (included in the kit below).  An Investigating the Rock Cycle reference chart that shows specific rock specimens and samples at different stages in the rock cycle.  

As we teach the Rock Cycle we're also going to be covering the geoscience processes that have changed and shaped the Earth's Surface.  The Earth Science Skill Builder Kits include a blended instructional model that allows for hands-on review, reinforcement of concepts, the scientific and engineering practices, and cross-cutting concepts.  The kits include a student learning guide, illustrated explanations, a lab investigation, and potential assessment questions.  The kits also include four different teacher flip charts that are laminated, double sided, and have "write-on/wipe-off" activities.  Additionally to help solidify student learning the kits come equipped with educational student games.

Benefits of Program (10 points)

Using these instructional tools will provide students with the necessary background to develop a model describing the cycling of Earth's materials.  In addition the materials will assist as students construct an explanation that provides evidence for how geoscience processes have changed Earth's surface.  The resources will provide students with opportunities to analyze and interpret data on the distribution of fossils, and natural resources.

The benefits of materials requested will provide students with multiple learning modalities for studying the rock cycle, identifying rocks and minerals, and analyzing geoscience processes.  Through having a variety of hands-on activities and experiences students will learn to think like geologists.  Students will have opportunities to enhance their understanding through digital lessons, educational games, and engaging colorful reading material.  

MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes and seafloor structures to provide evidence of past plate motions.

MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are a result of past and current geoscience processes.

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Success of Program (10 points)

The success of the program will be measured through students' movement on the standards proficiency scales.  We are looking at bundling the six Earth's Systems and Earth & Human Activity Standards together with these resources.  Students' will demonstrate mastery of their learning at the end of the unit through completing a performance assessment of their choosing.  The number of students who have demonstrated mastery by the end of the unit will be used to determine the success of the program. After students have learned the material the colored reference charts can be used as reminders of student learning.  The games can be played repeatedly for review, and the reading materials can also be used as references and referred back to on multiple occasions. 

Implementation (10 points)

We plan to conduct a number of hands-on investigations related to the rock cycle, and earth's geoscience processes. As students work to identify rock and mineral specimens the colored reference charts can be at their tables and referred to immediately.  Students can work in stations and have a specific task at each station.  At one station students can complete several of the "write-on/ wipe-off" activities on the flip charts. At another station students can read the illustrated explanations, write several jots in their science notebooks, and draw a picture/diagram describing the processes they are studying.  Students can work on a digitalized version of the lesson at another station, and at they can complete a hands-on review at the following station. The following day students can play the curriculum mastery games to review and reinforce their learning.  After students feel they have mastered the material they can try the provided assessment questions to check their understanding and learning.  

Sustainability
The majority of the items requested are reusable and should last for many years. Only a few supplies within the kits would need to be replenished, but our science funding through Measure A can be used to replenish the few consumables.
Can you share this grant with your grade level or subject team?

The items will be shared with the seventh grade team.  The materials will also be available for other staff members or grade levels that would like to use them. 

Taxes
$150.00
Shipping
$0.00
Other funding sources

Alder Creek Middle School has a science budget which is used to purchase consumable items, lab equipment etc.  We have used our science budget this year for other lab materials, supplies and to service equipment. 

Forensic Science Curriculum Enhancement with Facial Reconstruction

Grant Applicant
Kathy Tallant
Grant Date
2019
School Site
Amount Funded
$2953.00
Description (10 points)

I am requesting to purchase two facial reconstruction labs.  Anthropology is one of the core disciplines in forensic science and facial reconstruction is an important part of forensic anthropology.  When bones are found, whether ancient or more recent, it is the goal of the anthropologist to determine who the person is. 

Skulls, long bones, and the pelvis can help determine sex, age, race, and stature.  A skull can also be used to reconstruct the person's facial features.  This technique is often used in forensic science.  It is based on the known consistency off tissue depths and muscle structure on different areas of a human face.  This is the basis for the forensic facial reconstruction lab I am requesting.

Each kit is a complete lab with materials for eight lab groups to complete this process from bare skull to complete face.  I am requesting two lab sets so there would be enough materials for two Forensic Science classes to conduct the lab at the same time.  Currently there are two sections of Forensic Science at Truckee High School.

 

 

 

Benefits of Program (10 points)

All students who take forensic science would be completing this lab.  Currently that equates to up to 62 students/year.  This number could potentially increase since the 9-week course is now a-g approved and has increased to 18 weeks.

This lab would be the culminating activity for the Anthropology Unit in my Forensic Science course.  I currently have labs that look at bone fragments and another lab that has groups of students analyze sets of bones to determine age, sx, race, and stature of the individual.  

Potentially, this lab could be used in Art and in Human Body systems as well.

Success of Program (10 points)

This lab would greatly enhance the current Anthropology unit in Forensic Science by adding a completely different component to anthropology.  Students would see the art within this science discipline.

This also incorporates a career-connection.  Many students are not aware that this discipline could actually be a career path.

The center of the lab, the skull, is a replica of the recently discovered remains of King Richard III.  Therefore, a history lesson could be incorporated into this lab as well.

 

Implementation (10 points)

I could implement this program immediately upon arrival, hopefully this year.  I currently am teaching two sections of Forensic Science and plan to teach the anthropology unit this spring.  I could add this lab at the end of the unit this year.

Sustainability
All supplies for this lab are reusable. No further funding would be needed.
Can you share this grant with your grade level or subject team?

Yes.  It could be shared with Human Body systems and Art.  It could also be introduced to biology classes as a means to show students how scientists were able to reconstruct the faces of ancient humans and pre-human species.  We could also share with history classes as the face they reacreat is King Richard III's.

 

Taxes
$206.09
Shipping
$249.00

Mini PCR Biotechnology Curriculum

Grant Applicant
Kathy Tallant
Grant Date
2019
School Site
Amount Funded
$5046.00
Description (10 points)

DNA and genetic analysis is one of the most widely used techniques in biotechnology.  Areas of use include ancestry determination, forensic science, cancer research, health evaluation, genetic modification of food, epidemiology, genetic counseling, just to name a few.  Most of the time, a process called polymerase chain reaction (PCR) is needed before the actual DNA analysis can be done.  This is because many available samples of DNA contain only a small amount of DNA.  PCR can take that small amount and make thousands of copies so that the sample becomes "amplified" or "multiplied".   This makes a large enough quantity for analysis.  Although PCR is widely used in industry, it has not been practical for high school science labs because of its cost and time requirements.   

The next step in DNA processing is called gel electrophoresis.  This step takes the "amplified" DNA, which has also been cut into segments, and lets it "run" through a gel that separates the different lengths into distinct bands.  The gels are stained with dyes and then viewed with a light table or with blue light which fluoresces the bands.  These band sequences look like rungs on a ladder and can be compared to known samples.  This is where a "match" or "non-match" can be determined.  This process is also time consuming and difficult to perform successfully.  

miniPCR is a company that has developed PCR cyclers and gel electrophoresis chambers that are much cheaper and easier for students to use compared to what is currently available.   the PCR cyclers use technology that allows students to track the progress and complete the process in one hour.  The gel electrophoresis chambers are self contained with the electrophoresis, staining, and blue light illumination system all in one.  This allows for a much greater success rate

I am requesting five mini8 thermal cyclers for PCR and 5 blueGel electrophoresis chambers.  Each of these machines can be used repeatedly, over and over again, and therefore could be shared by many different classes including Biology, Forensic Science, and Biomedical Sciences.

Benefits of Program (10 points)

This curriculum directly addresses the need for exposing students to STEM (science, technology, engineering, and math) activities and biotechnology careers.

The requested items would allow for a class of 32 students to complete the PCR process in one period and then run a gel electrophoresis on that sample in another class period.  This equipment is sufficient for each student to run their own sample.  The equipment would be used by biology classes, biomedical science pathway classes, the forensic science classes, and AP biology.  Once we have this equipment, many different labs could be conducted and taylored for each of these different subject areas.  Although students would be using the same equipment, they would get a difference experience for each lab in each class.  This potentially means that 300+ students per year could be using the equipment.  Essentially every student that attends Truckee High School would complete at least one PCR/gel electrophoresis lab and many students would complete multiple labs.

One of the most intriguing aspects of being able to use PCR is that students can analyze their own DNA samples.  These labs include a forensic science activity where the "guilty" person's DNA is actually from a student in the class, a lab where each student analyzes their own DNA to determine their genetic predisposition to be a "night owl" vs. a "morning person", and another where their DNA samples tell them if they have the PTC taster gene or not (this is a gene that causes some foods to taste bitter to those individuals carrying the gene)

In addition to the labs where students test their own DNA, there are many other different labs available from various companies that allow them to test pre-made samples for a variety of different purposes.  

 

Success of Program (10 points)

This curriculum allows students to experience actual techniques used in the biotechnology field.  It allows for them to explore different careers in Biotechnology and STEM.  The fact that they can analyze their own DNA should bring relevance.  The technology involved removes many sources of error so outcomes are more successful.  These factors both enhance the science curriculum and show success for the program.

Implementation (10 points)

This program could be implemented as soon as the equipment is ordered and becomes available.  Hopefully by the end of this year.  These techniques could easily be added to any of the current curriculums in any of the courses stated above without disruption.  The topic is already covered in these courses, this would just add the hands on component.

Sustainability
No additional funding would be needed. The current Measure A (AA) could easily cover the consumables needed as they are relatively inexpensive. This equipment is reusable.
Can you share this grant with your grade level or subject team?

Yes, all of the following courses could use this equipment:  Biology, AP Biology, Forensic Science, Intro to Biomedical Science, and Human Body Systems.

Taxes
$371.25
Shipping
$175.00

Curriculum Aligned Books for Classroom Instruction

Grant Applicant
Erica Stukey Allstadt
Grant Date
2019
Grant Co-applicants
Amount Funded
$344.00
Description (10 points)

As a team, our school as chosen a variety of books that would best support our curriculum in each grade level and books that would allow students to have a variety of levels to choose from when selecting for themselves. Students will be able to move between classrooms with ease and still find success in reading because there are options of levels on the same topic. We decided on a variety of books from Jean Craighead George that support our science and literacy standards while maintaining student engagement. The book set The Case of the Missing Cutthroat directly connects to our Trout in the Classroom project participation and students can cross grade level read this series during "Reading Buddies." The author also writes books called One Day in the... which there are five different short chapter books and each connects to a habitat.  Students are engaged in a fictional text while still being able to pull factual information to apply in class.  This directly connects to our second and third grade NGSS standards. Other books include Greek mythology for our 2nd and 3rd grade literacy standards.  Finally, we've come to understand and connect with our students deeply.  We have learned what they love to read and constantly try to stay on top of finding engaging books that keep them interested and help them learn to love reading.  The Hank Zipzer series is a book set we have included because we are finding that it really connects to our students who struggle to read for a variety of reasons.  We would like the whole set so more students can begin to find an entry point in loving to read. 

Benefits of Program (10 points)

Providing students with variety in levels, genres, and authors is always a benefit in any classroom.  The best way to become a better reader is to read.  I've always believed that our job as teachers is to support the child in discovering what it is they love about learning, what types of books inspire them, and to engage them by connecting and learning more about the child.  From there we can make classroom choices that support literacy and life-long learning. These book choices specifically support the curriculum. We've spent much time trying to be sure that our selection directly aligns to themes and common core standards across while vertically aligning one grade to the next.  We will observe the benefits as students select, read, and take AR quizzes on these books. We will see benefits as STAR assessment scores rise.  We will see the benefit when a child takes home a book for the first time with a smile on their face after a long period of being a reluctant reader. 

Success of Program (10 points)

The success was also described above. We should see formative and summative assessment scores rise as students become more engaged in the classroom curriculum because there is an appropriate entry point for learning available to all students. Students will also be able to make across disciplines connections as we create thematic learning opportunities. 

Implementation (10 points)

There will be immediate implementation. I'm looking forward to the Greek myth books for my first unit next year which will really draw in my new class of students. The three teachers will share the texts in the library that we have created in our spare space at school and we will also utilize the books in our curriculum that allows us to come together for our cross grade level units.

Sustainability
This is a one time purchase. These books will be integrated into learning in a variety of ways over many years.
Can you share this grant with your grade level or subject team?

I am writing the grant but we have discussed it is a team and have planned these books as a team so we can all utilize them together. This is a very specific selection of books that we have decided upon together while planning and analyzing students.

Taxes
$7.25
Budget Notes

I have attached a link to Truckee's Word After Word online cart of books. The only items that they don't have available but can order are the books What a Beast Guide to Mythology at $13.95, the Hank Zipzer Series of 8 books for a total of $50.99, and One Day in the... for $28.75.

Other funding sources

We have been trying to create more current book selections for our students. We have purchased some books already with our site funds but we don't have the current funding in our budget for these books. 

Subscribe to Mathematics & Science