Download Bay Village Education Foundation Grant Application

Bay Village Education Foundation
Grant Application
Applications in care of the BVEF Grant Committee should be emailed to:
[email protected]
WITH A COPY TO YOUR BUILDING PRINCIPAL via email.
Due: September 26, 2014
All applications must be filed electronically via email. Please read our Guidelines first. Click in gray text areas to respond.
Length of response for each item is unlimited. Please save your completed application with your Lastname_Firstname to your
computer desktop (use alphabetically first applicant if applying as a group). Then attach the new file to your email.
Applicant’s Name: Julia Papcke-Russell/Carol Brajdic/Anne Budzik/Camille Sheehan
Work phone:440-617-7600 Home phone: 440-871-2243 (Julia’s) E-mail: [email protected]
School: Bay Middle School Grade/Subject area: Grade 8 Mathematics and Science
Project title: Electricity and Algebra
The Trustees will review all applications based on the criteria below and will not consider any incomplete applications. If you
have questions about any of the criteria, please contact the following BVEF Grants Chair: Ellie Bricmont: 440-263-3797.
1. Description of the project: Succinctly describe the purpose and need for the project. Indicate its uniqueness and how it
promotes an educational enrichment experience. With the adoption of the Common Core in Math and New Ohio Science
Standards, we have examined our curricular areas looking for overlaps to create interdisciplinary units in math and
science. We recognize that students have a greater understanding of topics when they are presented in application
situations and in more than one curricular area. Students will be building circuit boards to complete a variety of
tasks. The circuit boards must have a switch application and must have the capability of allowing us to set up both
direct and alternating currents. Further, they will compare series circuits to parallel circuits and apply the new
information to the wiring of their homes. This knowledge will then be applied to the understanding that electric
currents produce magnetic fields introducing them to the concept of electromagnetism. Students will explore the
idea that generators and motors utilize the relationship between electric currents and magnetic fields to transform
energy between electrical and mechanical. They will then perform tests and collect data on their circuit boards that
will be used in math class to explore linear and inverse variation relationships. Currently, the grade 8 math
curriculum uses Ohms law as an example of an inverse variation relationship. This unit will help us show the
application of the formula. In addition, the students will answer the question “can electricity create heat” through an
experiment in which they graph their results and actually create a formula to represent that situation.
2. Relation to District Mission and/or building initiatives: Identify specific building goals or mission statement objectives
and their logical relation to the project. (This is not a requirement for student applicants.) We believe the request for this new
equipment is in line with the mission of Bay School by encouraging students to be creative and to think about
electricity and its uses in new ways. Inquiry based learning is essential for students to achieve their maximum
potential. Having a basic understanding of engineering and technology helps students create more options for their
futures.
3. Target Audience: Estimate the number of students served in the project year, how they will be affected, and whether there is
a long-range impact that will increase the number of students served. Each year, all eighth grade students (@210 students).
It is our intent to teach our interdisciplinary unit indefinitely or until the state alters the curriculum at our grade level.
4. Learning goals: Define the educational objectives of the project and address the probability of success in meeting those
objectives. Indicate if supervision is required and likely.
Math goals: CCSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of
the graph. Compare two different proportional relationships represented in different ways. For example, compare a
distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
CCSS.Math.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The
graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
CCSS.Math.Content.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a
table of values and a linear function represented by an algebraic expression, determine which function has the
greater rate of change. CCSS.Math.Content.8.F.A.3 Interpret the equation y = mx + b as defining a linear function,
whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving
the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and
(3,9), which are not on a straight line.
Grade 8 Science Concepts copies from the Ohio Department of Education web site:
Electricity is related to magnetism. In some circumstances, magnetic fields can produce electrical currents in
conductors. Electric currents produce magnetic fields. Electromagnets are temporary magnets that lose their
magnetism when the electric current is turned off. Building an electromagnet to investigate magnetic properties and
fields can demonstrate this concept.
Generators convert mechanical energy into electrical energy and are used to produce electrical energy in power
plants. Electric motors convert electrical energy into mechanical energy. Motors are in blenders and washing
machines. Both motors and generators have magnets (or electromagnets) and a coil of wire that creates its own
magnetic field when an electric current flows through it.
5. Evaluation procedure: Describe procedures that will be used to determine the success of the project and how the evaluative
measures are tied to stated goals and objectives. Both in math and science we will have unit evaluations that will be both
performance based and paper pencil. In math, we will be able to compare our results to last years’ evaluation. In
science these are new standards so we will have to gather additional data prior to the unit being taught.
6. Budget: Provide a detailed, itemized budget or reasonable estimates, including a budget narrative. Identify other possible
sources of funding. If the request is for partial funding for a larger project, or if funds are available only for a portion of the
project, identify specific elements to be funded. Include all additional school district resources and/or approvals for assistance
or release time that may be necessary. About six years ago the electricity objectives for science were moved to the 9th
grade curriculum. The science teachers sent all of their circuit boards and equipment to the HS. The state has
moved those objectives back to the eighth grade and the HS no longer has the circuit boards to return to us. Our
request is for 20 Snap Circuit Boards at a cost of $79.95 each ordered through MindWare. The total cost is $1599
plus tax and shipping. We will order batteries required for the unit through our combined math and science budgets.
Our only other expenses, such as copies of investigations would be absorbed through our regular yearly budgets. In
addition we will utilize building chrome books to collect and share data between math and science classes. All other
supplies needed for this unit such as thermometers are currently in our classrooms. If our request is only partially
funded, we will seek additional funds through the district or through another grant.
7. Previous funding: Indicate whether you have previously received funding from the BVEF. If so, describe the project(s) and
when funding was provided. Julia received a grant from BVEF with colleague Eric Caddey about 15 or 20 years ago for
equipment for an outdoor education unit.
8. Golden Award eligibility (If applicable): Describe how the project addresses students with special needs. While not
specifically designed for students with special needs, we believe the hands on nature of this unit helps engage
students with learning disabilities and deepen their understanding of both math and science objectives. We believe
several of our special education students will eventually enroll in vocational programs where they will be able to
apply this knowledge further.
9. Waldron Award eligibility (If applicable): Describe how the project promotes excellence in English.
BVEF requires that each grant recipient complete an end-of-the-year report including receipts, an evaluation, a status
update and photos of the project. Photographs of students involved in the project and/or quotes from students are highly
encouraged, along with parental permission to use them in future publications. Future grant consideration will be based
upon the recipient’s completion of these items at the conclusion of each grant year.
All materials and supplies purchased with BVEF funds remain the sole property of the BVCSD and may not be sold.
IMPORTANT: By submitting this application, you commit to submitting a written completion report by June 30 of the grant
year if it is funded by the Bay Village Education Foundation.
Principals will confirm approval of this application via separate email and have the opportunity to add comments at that time.