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Name of Applicant: Margo Tripsa_________________________________________________

District/School: Vision International School, Qatar____________________________________

Date: _July 16, 2016__________ Total Cost of Project: __$6,999____________

Title of Project: __Expeditions on and Beyond Earth________________________________

To what organization will you submit this grant application in the future?_________________

______AlMuftah Group, Doha, Qatar________________________________________________

I. Why is this project important (In 2-3 paragraphs, describe the need for the project.)?

Expeditions on and Beyond Earth would contain a series of virtual field trips such as:
Mars Expedition
Grand Canyon Expedition
Rain Forest Expedition
The Great Wall of China Expedition
Antarctica Expedition
Niagara Expedition

First of all, I will note that Google Cardboard could be used with all students on various topics
and that the structure described in this proposal could be adapted to fit the needs of other students. In
this grant proposal, I will exemplify the implementation of the first expedition (Mars Expedition), but
first, I will disseminate the overall importance of the project.
Expeditions are collections of virtual reality panoramas 360 photo spheres and 3D images
annotated with descriptive content, points of interest, and questions that make them easy to integrate into
curriculum. This virtual reality field trip tool works in conjunction with Google Cardboard. The app
allows teachers to guide students through an exploration of 200 (and growing) historical sites and
natural resources in an immersive, three-dimensional experience. Research has shown that virtual reality
can have great benefits in the classroom (Devaney, 2008, Goldenberg, Ba, Heinze & Hess, 2003,
Jacobson, Militello & Baveye, 2009, Lacina, 2004, Stainfield, Fisher, Ford & Solem, 2000). Due to the
immersive nature of the virtual field trips provides, Expeditions promotes scientific inquiry, authentic
learning, higher order thinking skills, global awareness, collaborative learning. Using Expeditions to
support learning goals, the teachers can design student-centered lessons. The students can freely explore
3D environments and travel outside of their community to explore or solve problems. These kinds of
experiences are very engaging for the students. They have great value for all students: gifted students,
students with disabilities, young, or old students. The students and the teachers can create their own

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virtual field trips in order to give students from different places across the globe the chance to visit
their geographic location.

This project aligns with VISs mission, which states Vision International School a separate
gender, college preparatory school is committed to preparing students for the 21st century by
providing an academic environment in which students learn how to creatively solve problems and to
learn independentlyWe seek to instill a sense of ethics, care and compassion for others through
engagement in community service and global citizenship. (VIS, Qatar website) Therefore, this project
would give the students the opportunity to learn about the world, to develop cultural understanding and
global citizenship, and to acquire skills necessary in the 21st century. I would also point out two out of
the five tenets of our school, which can be found on the school website, that justify the need for the
project. One tenet states that VIS aims to, instill global citizenship by celebrating the culture and
traditions of Qatar and other countries of the world. By experiencing the world through the eyes of
others, and recognizing our similarities and differences, students will become more grounded in their
own culture, values and traditions while gaining a broader understanding and appreciation of human
diversity. (VIS, Qatar website) This project would contribute greatly to helping our students gain a
broader understanding and appreciation of human diversity and to enhancing their global awareness. The
second tenet states that VIS aims at using technology appropriately as a natural extension to enhance
learning opportunities. Students will be exposed to and engaged in the use of technology on a regular
basis as a means to expand their classroom experience and provide them new opportunities for self-
expression and discovery. (VIS, Qatar website) Through virtual field trips facilitated by the use of
Google Expeditions, our students will be actively involved in learning experiences that will allow them
to discover the world in an immersive way.
Google Expeditions has additional benefits, as well. Although teachers often lack the resources
for out-of-the-classroom adventures, Google Expeditions gives students the opportunity to explore and
travel the world without having to leave the classroom. It is highly engaging, motivating since it
brings real-life into the classroom. Google Expeditions helps students contextualize learning within real
world experiences and fosters deeper understanding of content. It helps students with disabilities see
and understand better abstract concepts and it can be used by K-12 students across disciplines: Science,
Art, Math (geometry), Social Studies, etc.

II. What would you like to accomplish (In 2-3 paragraphs, describe the unit or lesson and list
instructional objectives.)?

Google Expeditions will be used in a cross-curriculum unit of study with a double focus: social studies
and science.
Instructional objective #1: 4th grade students will explore the surface of Mars and will collect data with
a focus on rock characteristics, through a Google Expeditions virtual field trip.
Instructional objective #2: The students will report on their findings (informational report) using a
technology tool of their choice after conducting their research and investigation through Google
Part 1: While the students will use Google cardboard, the teacher will guide the students in exploring
Mars by using a Android tablet for navigation and the app Google Expeditions. The teacher will guide
the investigation and will provide the students with facts about Mars surface and will also allow the
students to explore freely the surface of Mars.

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Part 2: The students will create their report. They could also construct explanations for their claims and
design solutions for the problems they came across while investigating a specific Martian ecosystem via
a virtual filed trip depending on the type of report groups of students decide to work on.

Since this will be a cross-curriculum unit of study, the unit will target the following 4th grade cross-
curricular standards, as well:
Next Generation Science Standards:
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time.

Common Core State Standards- ELA/Literacy

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of
a topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Common Core State Standards-Mathematics

MP.2 Reason abstractly and quantitatively.
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm;
kg, g; lb, oz.; l, ml; hr, min, sec.

AERO-Social Studies:
Standard 8: Students will understand how societies have influenced and been influenced by scientific
developments and technological developments.

ISTE Standards for Students

2. Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.

III. How will you complete the work? (In 1-2 paragraphs for each section, describe how the project
will be completed.)

A. Describe how the instructional objectives will be met.

The first objective (4th grade students will explore the surface of Mars and will collect data with a focus
on rock characteristics, through a Google Expeditions virtual field trip) will be met during the first part
of the project. By using a tablet for navigation, the teacher will guide the investigation and will share the
content with the students (the content that comes with this virtual field trip on the Expeditions app). The
students will also be allowed to explore freely the surface of Mars. They will be collecting data in
regards to rock characteristics on Mars. This project will be implemented after the students have studied
a lesson on Earth rock formation. Because this unit is a cross disciplinary unit, the students will use their
English Language Arts, math, science, and writing skills, as well when analyzing the nonfiction facts the
teachers shared and when collecting and analyzing the data. The students will be given a template they
will be allowed use to collect their data.

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To meet the second objective (the students will report on their findings creating an informational
reportusing a technology tool of their choice after conducting their research and investigation through
Google Expeditions), the students will have to interpret their data and write a report. They could work in
teams or pairs. The students will be allowed to use a technology tool/app of their choice to create their
report and present their findings. If they choose a compare and contrast structure for their informational
writing report, the students should use the knowledge they acquired while studying the unit of rock
formation on Earth and they could compare and contrast the rock on Earth to the rocks on Mars. If they
want to produce an argumentative piece of writing, they should construct logical explanations for their
claims. If they choose the problem and solution structure, they should design solutions for the problems
they came across while investigating a specific Martian ecosystem via the Google Expeditions virtual
filed trip.

B. Describe the time involved (project length including amount of time each day/week).

Activity Amount of time

Google Expeditions virtual field trip and data 1 1/2 hour
collection; discuss the projects learning goals and
the expectations as indicated on the cross-
curricular rubric
Analyze findings, structure the data, and do more 45 min.
research if necessary
Work on the report in groups or pairs- draft 45 min.
Work on the report in groups or pairs- editing 45 min.
Work on the report in groups or pairs- revising 45 min.
Work on the report in groups or pairs- publishing 45 min.
Student-created reports will be published on a
website that will be shared with the school
Presenting the report 45 min.
Assessing the student work and the project (and 2 1/2 hours
make improvements for future use)

C. Describe the people involved (grade level/subject & # of students, teachers and/or staff).

This cross-curricular project will be implemented with two 4th grade classes (about 40 students).
The instructional technology coach will assist the classroom teachers as needed.

D. Describe the materials needed for the project.

For the project, each class will need a Google Expeditions kit for 20 students (the students
would be 1:1 Google Expeditions). The kit includes an Android tablet for teacher navigation, an
Android smartphone and a Google cardboard for each student, the Google Expeditions app on each
phone, and internet connection.
The teachers will provide the students with a template for collecting the data and with a rubric for the

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IV. What is the timeline for assessing accomplishments and objectives (In 1-2 paragraphs, describe
program evaluation procedure.)?

The implementation of each expedition would last for about 6 hours and the evaluation of student work
and the project overall another two and a half hours after each expedition. The final step of each
expedition would be assessing student work and the project (and make improvements for future use).
The teachers would use a cross-curricular rubric to evaluate the reports created by the students. The
rubric will target both parts of the project: the quality of student investigation and data collection, and of
the student-created reports.

V. How will the students be assessed (In 2-3 paragraphs, include details regarding how student
progress will be assessed and reported to students, parents, teachers, and others.)?

To ensure learning goals attainment, the teachers should observe the students while they work on the
project and should use formal and informal formative assessment tools (Kahoot, Super Quiz Google
Sheet Add On, thumb up-thumbs down, or other student response systems) to guide the students in the
process of recording their data, interpreting the data, creating their reports, and presenting their findings.
Just like indicated above, the rubric would serve as the main tool for assessing student work.
The teacher could report student progress to students through Google Classroom or using different
Google Chrome extensions that allow teachers to send multimedia messages. The teachers could also
confer with individual students, as needed.
To share the project with the parents, or other students and teachers, the classroom teachers would have
their students publish their work on a website or blog that would be visible to the school community.
They could allow the community to give feedback, as well, which would generate a dynamic learning

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

A. Materials/supplies
No extra materials and supplies beside the ones typically provided during the school year (paper,
pencils, rulers, erasers, etc.) are needed.

B. Equipment

This grant proposal is for 20 student devices that can be purchased through Best Buy.
Best Buy- Google Expeditions Kit for 20 students:
20: Student Devices
20: Mattel View-Masters
2: Sabrent Rapid Chargers
1: Insignia Teacher Device
1: TP-Link Router
1: Pelican Case
Geek Squad White Glove Service

Bundle Price: $6,999

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B. Total Cost of Proposed Project


D. Additional Funding Sources


VII. List your supporting references.

AERO Social Studies Standards.
AlMufath Group.
Best Buy. Google Expeditions Kit Prices
Common Core State Standards.
Devaney, L. (2008). Gas prices fuel rise in virtual field trips. eSchool News. 11(8), 28-28.
Goldenberg, L. B., Ba, H., Heinze, J., Hess, A. (2003) JASON multimedia science curriculums impact
on student learning. Cent Child Technol. Retrieved from report.pdf
ISTE Standards for Students.
Jacobson A. R., Militello R., Baveye, P. C. (2009). Development of computer-assisted virtual field trips
to support multidisciplinary learning. Comput Educ 52(3), 571580
Lacina, J. G. (2004). Designing a Virtual Field Trip. Childhood Education. 80(4) 221.
Next Generation Science Standards 4th grade.
Super Quiz (Google Sheet Add On).
Stainfield, J., Fisher, P., Ford, R., Solem, M. (2000). International virtual field trips: A new direction?
Journal of Geography in Higher Education. 24(2).
Vision International School.

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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 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:

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

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