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A Funding Proposal For Expanding the Origin of Life Theory for Students

Prepared for Grants and Contracts Specialist State Department of Education Boise, Idaho

By Christopher Nguyen Coeur d’Alene High School Faculty Staff Member

October 29, 2013

TABLE OF CONTENTS
PAGE

INFORMATIVE ABSTRACT………………………………………………………………………………………………………….iii

PROJECTIVE NARRATIVE…………………………………………………………………………………………………………….1 NEED……………………………………………………………………………………………………………………………...1 OBJECTIVE………………………………………………………………………………………………………………………1 RESEARCH BASE TO SUPPORT PROJECT………………………………………………………………………….2 PARTNER DESCRIPTION………………………………………………………………………………………………….2

PROPOSED PLAN………………………………………………………………………………………………………………………..2 METHODS………………………………………………………………………………………………………………………3 SPONSOR……………………………………………………………………………………………………………………….3 TIME………………………………………………………………………………………………………………………………3 SPACE…………………………………………………………………………………………………………………………….3 MATERIAL………………………………………………………………………………………………………………………3

COST………………………………………………………………………………………………………………………………………….3

CONCLUSION……………………………………………………………………………………………………………………………..4

ABSTRACT
At Coeur d'Alene High School, the science department offers a limited view on the biological process of life and theory on the origin of life. By educating students with one theory causes confusion about the gaps and mysteries of the current leading theory. A proper education gives a student other explanation on the origin of life and how they exist. Providing an extra curriculum group will give students an opportunity to explore other ideas and theories without running into legal issues. There are already volunteers willing to take the role of sponsoring the group within the faculty and with parents also. Since this extra curriculum will be conducted before or after normal class schedule, finding a facility will be attainable. There will be no cost for sponsoring nor facilitating the group, only the materials.

PROJECT NARRATIVE
Coeur d'Alene High School offers basic and advance education for Biology as in any high school in the United States. The curriculum at the school offers student in depth studies of the biological process of life and the evolution theory of their origin. However, educating within the scope of evolution leave students equipped with only one biased solution. While current ideas on biological process of life and the theory of their origin show possible evidence, it does, however, lack to expand other options and theories to explain the gaps within. Having a true education allow students to challenge current knowledge by allowing many options and theories to explain itself. 1) Needs Assessment Coeur d'Alene High School students and parents are concerned with the limited views within the Biology course. While the curriculum offers credible sources and evidence to support itself, however, it is a theory that cannot explain every possible event for the biological process of life and the theory for the origin of life. Other school have tried adding other theories, creationism for example, in the classroom, but the U.S. Court have concluded the teaching of any religious based curriculum is a violation of the First Amendment (Moore, 2007). However, there are other theories that are science based with evidence to show its credentials, for example the intelligent design theory (Reiss, 2011). By teaching only one possibility for the origin of life, gives the impression to students that there are only one viable solution. This is consider a biased education in the public education system. This enable students with believing there is only one solution and deprive them a full understanding for the origin of life. There are gaps within every theory, and the evolution theory gives no alternative explanation for their gaps and the school does not offer other examples or theories to show what might possibly be the answer. The principle conclusion is that school science fails to enable most students to see the world from a scientific perspective. 2) Objective With the understanding of the highly controversial topic of teaching other theories to explain the origin of life, the solution is simple to avoid any conflicts; offer the course as an extra curriculum course e.g. a club. By adding an extra curriculum group allow students the opportunity to explore other possibilities for the origin of life. There is only one barrier that might affect the outcome of the proposal and that is proposing the state to violate the First Amendment in the public education system, which states "Congress shall make no law respecting an establishment of religion.” However, organizing a group for students as a club does not violate this amendment.

3) Research Base to Support Project To correct this problem with zero lawsuits involve, I propose an extra curriculum group to be added within the public education system to allow students a well-rounded idea about the origin of life. Concerns may arise about the implication of a religious group in the public education system; however, under the Supreme Court rule of the case The Good News Club v. Milford Central Schools, public schools must allow religious clubs to use their facilities. Even though this is not a religious club, it is protected under the Supreme Court's decision by certain theories that offers supernatural explanation for the origin of life. The purpose of the course is to learn other theories about the biological process of life and the origin of life, even if it support certain religious group. Other countries, like England, have implemented a Religious Education or Citizenship lessons to teach outside of the science class (Reiss, 2011).This approach will allow students the option to further explore other areas without mandating it to every students. This also eliminates the fear of replacing evolution with a new theory in the classroom (Reiss, 2011). To fill up the extra curriculum course will be obtainable since the concern are coming from the students and parents at Coeur d'Alene High School. We've also conducted a survey from students and parents about how they would feel about the course being taught as an extra curriculum course, and there are no objections nor concerns. The survey also recorded as to why it would not be a concern, and the reason for it is because the course is not mandated. 4) Partnership Description a) Due to the minimum effort to organize an extra curriculum course (club), I am the only person involved in this proposal to execute every plan of action. My responsibilities will be to gather the materials together and find a sponsor for the group. b) As a teacher, giving quality education is my priority to students: i) Commitment: The consistent complaints from students and parents make this organization an easy effort to maintain. Parents had long to see their children gain a greater perspective about the origin of life. Therefore, parents will be concern about organizing and maintaining the group to keep their children well educated. ii) Capacity: Due to the scope of the project, I am the only person. There should be no problem in forming this type of organization.

PROPOSED PLAN
The following plan includes: i) Methods for implementing an extra curriculum course to allow students/club members learn about other possibilities for the origin of life. ii) Projected costs for materials. iii) A demonstration of feasibility, and showing our cost-effectiveness

1) Methods a) Science Sponsor As with any club or group, we would need to find a sponsor from the faculty member to direct the club accordingly. If there is a sponsor within the science department, particularly in biology, the sponsor may use materials to teach club members the basic principle of other theories for the origin of life. This advantage can further the education for the other possibilities for the origin of life. Non-Science/Non-Teacher Sponsor If there are no sponsors from the science department, any teacher or parent may become a sponsor for the club. This is a disadvantage only the fact that sponsors are limited in expounding other theories for the biological process of life and the origin thereof. With the sponsor, he will be in charge of gathering the materials together and present it accordingly. b) Time The time for the extra curriculum group to take place will be before or after normal class schedule. c) Space Utilizing the facility at the school will present no problem since the group will be held before or after normal class schedule. d) Materials There are numerous materials that are readily available. The materials will correspond accordingly to the type of sponsor available. For the sponsor within the science department will use textbooks to discuss topics about the origin of life. The sponsor within the science department also have the advantage of answering questions from students directly on the materials. The possible downside is that the sponsor will have extra responsibilities and duties outside of normal class workload. For the sponsor outside the science department, materials will be focused more on videos and discussion about the origin of life. The sponsor will only be there to lead and direct from the materials. This gives the sponsor less responsibilities, but makes it manageable to deal with from normal workload. 2) Cost It is highly efficient on cost to fund this program as an extra curriculum. The cost to get the materials are depended on the type of sponsor. Table 1 Projected Costs Materials Textbook—Explore Evolution (amount 25) $998.75

Textbook—Discovering ID: A Journey Into the Scientific Evidence (amount 25) DVD—Unlocking The Mystery of Life DVD—Privilege Planet DVD—Body of Evidence Subtotal

$710.50 $11.99 $13.49 $69.99 $1804.72

CONCLUSION
The limited and biased view for the biological process of life taught at Coeur d'Alene High School prohibits creativity for students to think critically about other possibilities. Implementing an extra curriculum course give students the option to explore other areas about the origin of life without running into legal issues. This allow students to have be more open for other possibilities and challenge students to current ideas. This promotes innovation and critical thinking while remaining to be cost effective.

References
Gearan, A. (2001, June 11). ABC News Network. Retrieved from ABC Web site: http://abcnews.go.com/US/story?id=92875 Gross, P. R. (2005). Courtroom Testimony Offers and Excellent Road Map for Reporters. Nieman Report, 69-71. Reiss, M. J. (2011). How Should Creationism and Intelligent Design be Dealt with in the Classroom? Journal of Philosophy of Education, 399-415.