Bridge Middle Edible Explorations with STEAM Bosch Grant 2019 Edited 10.31.2019
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Bosch Community Fund
Bosch Energy, Environment, Engineering, Science and Technology Teacher Grant Program (BE3ST)
Application for Grant Funding
Application Due Date: October 30, 2019
Melanee Harwell-Taylor
R-1910-05079 | Anderson School District 5 | | Bridge Middle Edible Explorations with STEAM
Application Status New
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Items in Bold are required fields.
Applicant Details
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Current Information on File
Name
Melanee Harwell-Taylor
Phone
864-723-1973
Email
melaneeht@gmail.com
Application Details
Is this a group application? Yes
Primary Applicant:
Melanee Harwell-Taylor
The person completing this form is the primary applicant, you should not list yourself as a co-applicant.
First Co-applicant Name: Josh Bacchus
First Co-applicant Email: joshuabacchus@anderson5.net
Second Co-applicant Name: Second Co-applicant Email: Third Co-applicant Name: Third Co-applicant Email: 1. District Affiliation: Anderson School District 5
2. School(s): Bridge Academy Middle School Program located at C.F. Reames Education Center
3. Project Title: Bridge Middle Edible Explorations with STEAM
4. Project Start Date: 1/7/2019
5. Project End Date: 6/12/2020
6. Subject(s) addressed in project: Art, Career and Technical Education, English Language Arts, Health, Science: General,
Special Education, Technology
7. Grade Level(s) addressed in project: 6th, 7th, 8th
8. Number of Students Impacted: 15
9. Can the items purchased as part of this grant be used for future projects?* Yes
*(e.g. equipment, materials, curriculum, professional development)
10. Amount Requested* : $0.00
*(note that the grant can be funded up to $1000 or $2000 for teams of up to four applicants)
11. Will your program/project be during school time or out of school time? During School
12. Please provide a description of the project:
Edible Explorations are STEAM-focused hands-on activities devoted to using all edible materials in a classroom lab type of
setting. Teenagers love to eat, through the use of edible materials, accessible materials found in their home kitchens and
local stores they are already familiar with, students learn about science, technology, engineering, arts (the "A" in STEAM
brings in the edibles/food from culinary and health standards), and math in a motivating and innovative format in a classroom
setting. Social-emotional, life, and school-to-work/transition skills are impacted by students working in cooperative
classroom lab-based setting with all working towards mastery/experimentation/exploration of the same target goal/outcome
while having fun and eating. Food is love and excitement for today's teenager, and we plan on using this as an academic
success springboard for some of the most at-risk students in our class that has had past trauma, or a behaviorally-based
disability such as emotional, learning, or autism.
The essential questions of this STEAM project-based learning include the following:
1. How can we create and manipulate edible materials in ways to create, plan, test, explore, and uniquely enjoy the final
products.
2. What does it mean or look like when some edible materials can be used in many different states such as liquid, solid, and
gas? What is needed for these changes to take place?
3. When would it be beneficial to use the skills gained from the explorations in their home or possible employment to use the
skills of investigation to their advantage?
4. How can we use tools, utensils, and technology found in the world to use in the creation and construction of gingerbread
house individual designs, Rice Krispy Treat/pretzel/cookie vehicles to demonstrate inclined planes and motion, musical
instruments made out of vegetables, and showing electrical circuits using lemons and potatoes?
With these hand-on, innovative, and unique STEAM-focused project-based learning, the students will be exposed to many
concepts in a non-traditional manner that will create attainment and achievement of many middle school standards missed
due to behavioral struggles with emotional disabilities and autism. The projects encourage inquiry and stamina for the
students to work through robust ideas, follow through with plans, focus on the task at hand and ignore distractions, do not
stop because of fear of failure, and a fact that not all learning hurts or is boring.
13. What STEM concept or concepts are being explored or taught?
STEAM standards/concepts are driven with Project-Based Learning, Health and Safety standards/concepts in a lab/kitchen
type of setting, Reading and Written Expression standards/concepts for understanding and communication, Life & Social-
Emotional Learning Skills for trying new innovative projects through to completion and sharing mistakes, struggles, and
successes with others (teachers/adults, volunteers, visitors to the classroom lab, parents/siblings, and peers).
14. STEM Learning Objective:
1. Students will design by researching gingerbread houses, designing one, writing a list of ingredients/decorations, and
making one of their own.
2. Students will use research skills to study the history and making musical instruments using vegetables, then making one,
and trying it out.
3. Students will follow a recipe to make edible slime and sensory integration with play and eating it. It is hard for some of my
students on the spectrum to want to get their hands “dirty.”
4. Students will use ideas of physics and engineering with a partner for researching wheels and axles and make their vehicle
out of Rice Krispy Treats and other food items and test its final project using an inclined plane.
6. Students will study how heating and cooling can cause reversible/irreversible changes in the matter by creating a food dish
in which matter changes in the dish are reversible or not like butter and water demonstrating reversible changes, but matter
changes using eggs are irreversible.
15. How will learning be demonstrated?
1. Each student will document feedback through a writing refection for each project that is completed in the lab,
demonstrating their grasp of the concepts/standards in each.
2. Documentation regarding student engagement using daily behavioral and visual schedules documentation will be gathered
for each student's Individualized Education Plan quarterly progress reports.
3. Students will work together to take pictures during each project and develop/manage picture portfolios/slideshows in
Google.
16. How will you promote inquiry/project-based learning through this grant?
Essential questions listed in the project description serve as an inquiry frame for this unit of study. Throughout each
activity/lesson, students will engage in inquiry and project-based learning. For example, in an activity, students will examine
the ideas/research for their Rice Krispy Treat vehicles and develop with a partner different ways to make it move/roll the
farthest down the inclined plane. Lastly, with a partner, use the materials/tools and create it and then test it out.
17. Curriculum Framework addressed by your project: State Standard, Next Generation Science Standards, Common Core,
Other (please describe in question 18)
18. Specific standard(s) addressed:
The project addresses the increased need for students to acquire 21st-century skills and will connect students to deeper
innovative inquiry-based learning in a school setting with support, which is student-centered and integrated into the
curriculum. The goal is to promote not only collaborative skills and student ownership of knowledge, but also to promote
student success in many SC STEM/STEAM standards for middle school level students with disabilities (learning, emotional,
and Autism).
19. Will this project target a specific student population? Yes
Your response to this question will not influence the funding decision.
What group(s) does your project target? Low income, Special Education
20. Other Comments:
My middle school students have a history of trauma and diagnosed with one or multiple disabilities (such as learning,
emotional, autism, etc.). They are behind in their academics, mostly due to not fitting into a traditional school setting. This
population also struggles with truancy, however with this very innovative and uniquely edible STEM/STEAM project-based
learning fun, there will be a definite direct and data-driven increase in attendance, self-esteem, behavior, and academic
achievement.
Please provide an itemized budget using the + sign below. Please include the item and total cost for each item. If you require
more than 10 line items, you may add a second budget using the + sign.
Budget
Budget Period
Budget
Project Budget: 10/30/2019
2,000
Total
2,000
Budget Snapshot
Project Budget
10/30/2019
Budget
Custom: STEM/STEAM Books
50
Custom: STEM/STEAM Kits
300
Custom: Consumable Materials for Projects
100
Custom: Digital Camera Kit
200
Custom: Microwave Convection Oven
200
Custom: Classroom Tool Sets
50
Custom: IPad Pro
1,100
Custom: 8
Custom: 9
Custom: 10
Total
2,000
Supporting Documents (not required)
Please attach any supporting materials below using the + sign. DOCUMENTS
Certification and Public Release
PUBLIC RELEASE: I grant Bosch, the Center for Education Design, Evaluation, and Research at the University of Michigan
School of Education, my school district, and the grant administrator permission to use my project description, final report,
and photographs for publication purposes. [Your answer to this question does not play a role in the grant selection process.]
Yes
CERTIFICATION: I hereby certify that, to the best of my knowledge, the information and data contained in this application are
true and correct. The applicant's school has duly authorized the application and will implement the project as detailed, if
awarded. In addition, all students photographed as part of this project have media releases on file at the school. Yes
FINAL REPORT: In the event that I am awarded a BE3ST teacher grant, I agree to complete a final report and submit all
receipts pertaining to my project by June 30, 2020 at the latest. Yes
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