INSTRUCTIONAL TECHNOLOGY GRANT PROPOSAL

Name of Applicant: Janice Belcher

District/School: Cobb County/Dowell Elementary School
Date: Grant written and submitted on September 30, 2017
Total Cost of Project: $11,698.00
Title of Project: Dissecting Language Arts

To what organization will you submit this grant application in the future?
Grant was originally submitted to the Cobb Tank and was also submitted again, to the Cobb
Schools Foundation on September 30th for a Cobb Impact Grant. The grant was partially funded
and awarded on November 17, 2017 with a grant from the Cobb Schools Foundation and Gas
South.

I. Why is this project important (In 2-3 paragraphs, describe the need for the project and
its relevance to the shared vision for instructional technology)?
Is it possible to create a classroom where students are eager to write about their learning

experiences? Often students are hesitant to write about their learning experiences in class, as the only

research or scientific experience they receive is through a textbook or website. To a 5th grader, that

means one word: BORING! Its time for hands on exploration and to immersion in the digital age.

Thus, the idea of merging hands-on scientific experiments with non-fiction writing provides a learning

opportunity where possibilities are infinite. The Dissecting Language Arts project would encompass

hands-on performance tasks involving dissection and constructing of cellular models appropriate for the

5th grade student. In addition, students will use technology to construct written arguments, design

scientific models, engage in virtual reality/augmented reality, and collect data while engaging in hands-

on real-world applications.

The Dissecting Language Arts Project would be a collaborative endeavor between fifth grade

students facilitated by their AC Language Art content teacher and the Science Lab/STEM Lab

Specialist. In their AC classroom, students would learn principles of effective research, how to

construct an argumentative expository writing piece in relation to science, and how to incorporate digital

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aids into the writing process. In the Science Lab/STEM Lab, students would engage in the engineering

and design process to construct scientific models. For example, students would be able to construct and

design 3-D models of plant and animal cells. Students would have the option of using various web-

based applications or to engineer an actual model to be printed on a 3-D printer. To bring science to life,

both the AC teacher and Science Lab/STEM Lab specialist would offer collaborative sessions in which

students would participate in real specimen dissections allowing the students to have a deeper

understanding of not only the physical attributes of animal classes, but an opportunity to explore how

animals are classified at a deeper level. Students would then use their knowledge of science and

language arts to prepare a digital presentation of their findings with other fifth graders not within their

class.

II. What would you like to accomplish (In 2-3 paragraphs, describe the project and list
instructional objectives/project outcomes.)?

The primary goal for the Dissecting Language Arts Project is to provide enrichment and

extension for high performing students. These students are often overlooked in special programs and

opportunities as it is assumed that because they may receive Target, Talent Development, or AC

services they require no further enrichment. As a bonus, these students will go back to their grade level

and peer tutor other students with their newly gained knowledge and experiences.

Through the implementation for the Dissecting Language Arts Project, it is hoped that students will

have:

The opportunity for increased student engagement

A deeper understanding of scientific standards as well as the Engineer and Design Process

An opportunity to see the purpose for writing in action and to construct an argument or lab report

An opportunity to engage in a real-world experience while learning grade level standards

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 Opportunities to become a peer tutor in the areas of science and language arts

Equitable opportunities to access technology

Immersive instruction and exploration in Virtual Reality and Augmented Reality to explore

science principles

Expand the project to include all grades during the 2018-19 school year, as writing skills build

cumulatively in the elementary years

Our school wide data sourced from our IOWA Assessments and EOGs, indicates that 56.6% of

our students are making gains in reading and language arts, but are simply not moving proficiency

levels. Even some of our highest performing learners in the classroom are unable to effectively perform

on standardized testing. Research and studies show that providing hands-on engagement activities help

to increase student achievement by making academic studies seem relevant. The hope is that through

implementing the Dissecting Language Arts project, we will see an increase in overall student

achievement and performance in science and language arts across both high performing students, as well

as those who they peer tutor and share their knowledge of science and writing.

III. In what ways is this project an example of exemplary technology integration (In 2-3
paragraphs discuss your project regarding one or more of the following: LoTi, SAMR,
TPACK, TIM, etc.)?
This grant project would be a LoTi 5, expansion. The grant encompasses several opportunities

for students to explore, investigate, analyze data, and produce a product using a variety of technology.

Additionally, students will collaborate with the professionals from the CDC, medical professionals, and

high school medical magnet program at South Cobb High School. For example: Students will use the

LCD digital microscope explore cross sections of cells. Students will collect and analyze data using

instructional app on Ipads. Lastly, students will connect their learning as it relates to real world

application by taking a field trip to the CDC and Skyping with a veterinarian.

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 It is my belief that the proposed Dissecting Literacy Grant aligns with the TPACK's "target

zone." In the instructional phase, the grant addresses content knowledge by laying the Science and

Writing content foundation. Pedagogical knowledge is demonstrated in the integration/collaboration

phase student will receive direct instruction on how to use AR and VR while synthesizing Science and

Writing content. Lastly, in the creation phase, technological knowledge will be exhibited as students will

integrate technologies such as zSpace or 3D printers.

IV. How will you complete the work? (Describe how the project will be completed.)
A. Describe how the instructional objectives/project outcomes will be met (2-3
paragraphs).
The project will be completed in three unique phases.

The first phase will be the instructional phase. Students will be instructed in principles of

research and informative writing within their advanced content language arts class. Students will also

gain content knowledge in animal classification and characteristics through their daily science

instruction. Students will also be exposed to more baseline content knowledge through their science

specials rotation. After receiving instruction in research principles, students will begin conducting

research on specific animals that are to be dissected as well as research about animal cells and cell

structures.

In the second phase, integration/collaboration, students will take the knowledge gained in their

instructional phase and apply it into a laboratory setting. The Language arts teacher and the science lab

specialist will collaborate during this phase. Students will engage in virtual reality and augmented reality

to prepare for dissecting animal specimens in order to evaluate cells. Students will train and learn how

to dissect ethically, learn about specific cells, and cell part functions through simulations. Students will

then participate in real world dissections of grade level appropriate animal specimens. Students will also

engage in informational writing to explain the dissections process as well as to write about scientific

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discoveries made while working with their specimen. In addition, community stakeholders in the

medical field will be consulted via Skype or in person to share information about cells and classification.

The final phase of the project, creation, students will utilize technology to create a 3-d

representation of an animal cell. Students will be able to use a 3-d printer to replicate their cell. Based

on their dissections, research, and consultations with outside stakeholders, students will label their cells

and present their findings to their peers. At the conclusion of their project, students will also help to

peer tutor those struggling with this concept and those who are in different classes and did not receive

the same experience.

B. Describe the time involved (project length including amount of time each day/week).
Phase Time Involved in Frequency Person Responsible
Minutes
Instructional 120 minutes Monday-Friday Advanced Content
during ELA (90 Language Arts
3-4 weeks total time minutes) and Teacher and Regular
Science Instruction Science Teacher
(30 minutes)
50 minutes Science Lab
1 time during a Specialist
seven-day specials
rotation
Integration/Collaboration 120 minutes Monday-Friday Advanced Content
during regular ELA Language Arts
2-3 weeks total time and Science Teacher and Science
Instruction Lab Specialist
50 minutes
3 days per week
during Science
Specialist Planning
Time
Creation 120 minutes 3 days per week Advanced Content
during ELA and Language Arts
2 weeks Science Instruction Teacher and Science
Lab Specialist

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 C. Describe the people involved (grade level/subject & # of students, teachers and/or staff,
other stakeholders).
The primary audience for the Dissecting Language Arts grant is high performing fifth grade

students. However, it is the intention of this project to initially teach the high performing

students to peer tutor the average and struggling fifth grade students. Dissecting Language Arts

is a cross curricular initiative incorporating math, language arts, and science. The initial test

group for this project will be composed of 46 Advanced Content Fifth Grade Students. The

project will be a collaborative effort between the Science Lab Specialist and the Fifth Grade

Advanced Content Language Arts teacher. Stakeholders from the community will also be

involved as the project will be seeking collaboration from South Cobb Medical Magnet program,

professionals in the medical field, and other scientists/researchers such as those from the CDC.

D. Describe the materials needed for the project.

The following materials will be needed for the project:
iPad or Laptop to conduct online research (students may work in pairs to reduce number needed)

Animal Specimens

Dissecting Tools

LCD Microscopes

Lab Safety Equipment (goggles, aprons, gloves)

ZSpace AR/VR Computer Systems

3-D Printer and Printing Media

V. What is the timeline for assessing accomplishments and objectives/project outcomes (In 1-2
paragraphs, describe program evaluation procedure.)?
Date Task

August-September 2017 Submit Grant to Cobb Tank/Conference with

Administration at School about Allocating Space for
Project

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August-December 2017 Teach Writing and Science Content in Isolation to
form foundation for Dissection Project
December 2017 Begin procuring supplies, organizing materials,
setting up Dissection Lab
January 2018 Professional Development for Advanced Content
Teacher and Science Lab Specialist as well as
networking with professionals within the field of
biological sciences
February 2018 Student Orientation of New Equipment, Safety
Procedures, and Dissection Ethics
March 2018 Students to begin integrated Language Arts and
Science Content Lessons involving informational
writing integrated with scientific processes (live
dissections)
April 2018 Advanced Content Students with redeliver to peers
at local school. Students will also partner with
outside entities such as doctors, zoologists,
biologists, and pathologists to gain further insight
on how this project relates to the real world.
Additionally, students will Skype with high school
and college students in order to share their
experiences.

Begin reaching out to Partners in Education,

Community Partners, and Stakeholders for
donations to sustain the Dissecting Language Arts
project for 2018-19.
May 2018 Students will make a multi-media presentation for
rising 5th Grade AC Students on the Dissecting
Language Arts program for the upcoming 2018-19
school year. Students will also present their
culminating projects and presentations during local
school Career Day in which parents, community
partners, and collaborating partners will attend.
June 2018 Advanced Content Teacher and Science Specialist
will host an open lab to come in and preview the
Dissecting Language Arts project for rising 5th
graders.

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 Planning and preparation for upcoming 2018-19
school year to provide the Dissecting Language Arts
enrichment lab to all other grade levels.
July/August 2018 Begin full Dissecting Language Arts Project with all
grade levels

The overall impact of the program will be evaluated by conducting surveys to gather student

feedback, evaluating the finished student product, and reviewing/synthesizing data from Write Score

Assessments and Milestones End of Year Assessments. Teachers will survey student through all phases

of the project to see if students find the project engaging, beneficial to their learning, and to see if

students feel like they are gaining essential knowledge in language arts and science. Teachers will also

evaluate student products with a rubric designed to look at the overall impact that the project has had on

student understanding. After a complete cycle of the program, the advanced content teacher, science

specialist, and administration will disaggregate all data and evaluate the continuation of the project as

well as the need to procure additional funding for project continuation.

VI. How will the students be impacted by the project (In 2-3 paragraphs, include details
regarding how the impact on students will be assessed and reported to students,
parents, teachers, and others.)?
The purpose of the grant/project is to increase Science and Writing scores as they are identified

in our school improvement plan. By increasing student engagement and showing relevance, it is hoped

that students will become more willing to write as they see writing's purpose in a real-world setting. In

addition, by bringing in real specimens and allowing students to create cells, it is also hoped that

students will see that science extends beyond a text book and is relevant to their lives.

The students will be assessed through the use of rubrics to evaluate their research, projects, and

participation. Students will have access to a checklist prior to beginning the integration/collaboration

phase so that students are aware of expectation. The impact on student performance will also be evident

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through analyzing pre and post test data on writing assessments such as the Write Score. Students will

also have an opportunity to showcase their findings and work at Family Science Night.

Parents, teachers, and other stakeholders will be able to see the impact of this project through the

use of digital media. The Advanced Content Teacher and the Science Lab Specialist will post the

progress of the project on their respective blogs. Parents may also stay informed on project details and

progress through classroom communication on Class Dojo. Dowell Elementary will post the outcome of

the project and highlights of the project on the school web page and Instagram account.

VII. What is the proposed budget? Include information on the following:

A. Materials/supplies
B. Equipment
C. Total Cost of Proposed Project
D. Additional Funding Sources

Item Quantity Price Vendor

Celestron Tetra 6 $359.00 each https://www.carolina.com/digital-

View LCD Digital compound-microscopes/celestron-tetraview-
Microscope lcd-digital-microscope/592405.pr
$2,154.00
Essentials Pack 2 $1,899 each https://store.makerbot.com/special-
offers/essentials-pack-replicator-mini/
for MakerBot
Replicator Mini+
$3,798.00

Student 25 $23.50 each https://www.carolina.com/multi-organism-

Essential dissection-kits/basic-animal-dissection-
Dissecting Kits kit/221020.pr?question=dissecting+specimen
$587.50

Lab Aprons 3 boxes $53.00 each https://www.carolina.com/lab-aprons-lab-

coats/laboratory-aprons-value-
pack/FAM_706244.pr
$159.00

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 zSpace Units 2 ~$5,000 https://zspace.com/
Total Funding $11, 698.50

This grant was actually submitted to several different entities for funding. The grant was submitted

to the Cobb Schools Foundation and the Cobb Shark Tank Competition. Additional funds for this

project could be procured from Local Science funding from the Cobb County School District. Teachers

are given funding for science consumables at $1.00 per student. These funds could help with buying

smaller items needed for the project. Moreover, additional grants will be procured in order to attain more

funding to sustain the project.

V. List your supporting references:

Dinizio, C., Miller, M., & Hendrix, T. (n.d.). Dowell Elementary School 2017-2018 Cobb Strategic Plan
[Doc]. Marietta: Dowell Elementary

LoTi, Inc. (2011). LoTi Digital Age Framework [PDF]. LoTi.

http://www.prn.bc.ca/ts/wp-content/LoTi_Framework_Sniff_Test.pdf

Mishra, P. & Koehler, M.J., (2006). Technological Pedagogical Content Knowledge: A framework for
teacher knowledge. Teachers college Record 108, 6, pp 1017-1054

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 Appendix A
Award Photos

Appendix B
Standards Addressed in Project:
Language Arts:
ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print
and digital sources; summarize or paraphrase information in notes and finished work, and provide a list
of sources.
ELAGSE5W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research
ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.

Science:
S5CS8. Students will understand important features of the process of scientific inquiry. Students
will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or
what is happening somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform
others about their work, expose their ideas to criticism by other scientists, and stay informed about
scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things
accurately.
d. Science involves many different kinds of work and engages men and women of all ages and
backgrounds.
S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-
celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
(membrane, cytoplasm, and nucleus) and determine the function of the parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and function to
single-celled organisms.

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 INSTRUCTIONAL TECHNOLOGY GRANT PROPOSAL
EVALUATION FORM/SCORING RUBRIC

Total Points (out of 200): __________

1. Impacts a variety of skill levels and/or learning styles or impacts an important target population.

Possible number of points: 40 __________

2. Clearly identifies standards and learning objectives/project outcomes being addressed.

Possible number of points: 40 __________

3. Pedagogically sound, based on research and/or best practices.

Possible number of points: 40 __________

4. Clear plan for assessment of project and goals with examples of implementation methods.

Possible number of points: 40 __________

5. Impacts large number of students and/or can be recycled/reused.

Possible number of points: 40 __________

General Comments:

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Adapted from: The Education Foundation of Oconee County, Inc.

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