THE EDUCATIONAL FOUNDATION

Supporting innovative teaching and learning experiences.

The Educational Foundation is a nonprofit organization formed to

support quality student-oriented education programs that enrich and
expand the learning experiences of the students through community
donations and fundraising initiatives. The foundation will make
available grants to faculty, administrators, and parent or student
organization to support these programs. The Educational Foundation is
committed to supporting creative and innovative teaching and learning
programs in public schools. Approval of grants is at the discretion of
trustees in consideration of current fund availability. Partial grants may
also be given.

When deciding grants to fund, the committee will focuses on those

that:
·​ ​Provide innovative activities, strategies, programs and materials

that provide a new process for learning that fall outside the normal
budgeting process
·​ ​Complement school curriculum

·​ ​Benefit as many students as possible with the funds available

·​ ​Provide evidence of benefit to students

The committee typically does not individually fund:

·​ ​Curriculum mandated requirements

·​ ​ Basic materials such as pencils, t-shirts, paper

·​ ​School infrastructure items

·​ ​Transportation

·​ ​Admission fees

·​ ​Food
Grant submission:
Please plan ahead and submit your grant as early as possible. Grants are
considered on a quarterly basis. If you have any question please contact
us..We look forward to reviewing your grant!
Please return completed application to Dr. Jennifer Hollinger via D2L
 THE EDUCATIONAL FOUNDATION
Supporting innovative teaching and learning experiences.

GRANT APPLICATION FORM

Date: ​01/23/2019

Applicants’ Names: Rachel Huttner, Syndra Mahavixay, Rhiannon Petrisko

Project Title: “UNIVERSAL” Thinking

Total Grant Request: $5000

1. Please provide a one paragraph summary description including the goals of the project.
Be sure to highlight innovative, creative and enhanced educational experiences and
opportunities.

● This makerspace is designed to enhance student development in creativity, scientific

theories, and mathematical ratios. Students will be expected to create a life-like universe
with appropriate planet sizes (based on HR diagram), number of moons, and distances
from a star. Students will be able to use a free, online program called tinkercad in order to
make a 3D sketch of their solar system. Sketches can be then transferred to the 3D printer
where students will be able to hold their system in the palms of their hands. By using the
3D printer, students must rely on their ability to racionate what an alternative, potential
solar system may look like, use their prior knowledge on planetary characteristics to
create a logical timeline/shape of a solar system, and accurately calculate ratios between
star/planet/moon mass, distance, and density. There is also a secondary option for
students to make their solar system through uses of alternative craft materials. If the
second option is chosen, students will focus heavily on the composition of their planets,
the size of their planets, and the correct distance ratio from their planets to their star.
Through this project students will gain a further understanding of how our solar system
operates through cycles, the different types of stars in the universe, the difference
between terrestrial/gaseous planets, and the means/patterns of moons.
GRANT APPLICATION FORM CONTINUED

2. When do you plan to implement your project? Please include timeline.

● Students will be gradually introduced to this makerspace as they start/progress through
their ESS science strand. As more components of our/other solar systems are introduced
to the students, students will be asked to further add on to their creations. Students will be
assigned groups at the beginning of the unit and will work collaboratively to create their
solar system throughout the ESS science strand.
● Timeline: Stars-constellations-galaxies-planets-moons/cycles in universe-debris
○ Students will first learn about the components of a star including density,
temperature, how to read an HR diagram, and its mass. Students will then take the
information learned from class and apply it to the start of their project by forming
their own star (in accurate measurements). Once students shift their main study
from stars to constellations, they will once again take the information learned
from class and apply it to their project by inserting one constellation. Next, once
students will shift their classroom learning to galaxies, they will be able to deduce
which galaxy type their galaxy will be (spiral, irregular, or elliptical) and
determine the location of their star in their galaxy choice. Students will further
progress with their project after completing lessons on planets in class. This will
be the longest and most detailed part of the project so therefore, students will
receive the most time to work on it. As the students near the end of the ESS unit,
they will learn about moons and cycles in the universe. Students will again be
expected to take their knowledge they learned from class and apply it to their
projects appropriately.
○ This project will take approximately one month to complete.

3. How does your request complement the curriculum? Link to specific standards.
● 4.ESS.1: Earth’s surface has specific characteristics and landforms that can be identified.
○ Students will be expected to have rationale for the reasons they chose given
materials. For example, glitter and paint will be used to encompass the
composition of a certain planet or the brightness/temperature of a star. The ability
to use a 3D printer also highlights the same features, the difference being that the
work completed will be done online.
● 5.ESS.1: The solar system includes the sun and all celestial bodies that orbit the sun.
Each planet in the solar system has unique characteristics.
○ With such a vast amount of materials to use for their hands on solar system, items
such as styrofoam balls, wooden dowels, sand, and paper maché will be able to
illuminate planet size, distance from the sun (which can be cut based on particular
 distance), outer planet composition, and density of a planet. Students will be
expected to highlight a key based on the materials they choose to utilize.

4. Approximately how many pupils will benefit from this project? Explain your number.
What is the expected educational outcome of this project? How will the students benefit? How
will you measure this?

● Any pupil will be able to utilize this space because of the vast number of supplies that are
in it. However, the third, fourth, and fifth graders will highly benefit from this because it
is based around their earth and space science standards. Although, since the tools
available are so diverse, anyone will be able to use it for any craft project assigned or any
creative thought they have, which they can make in their free time. In particular, students
will be utilizing this makerspace to create a solar system from their own imagination
through what they have been learning in class. Students will thoroughly benefit from this
makerspace due to the idea that they are able to continual progress their solar system as
they continue to learn more about it. In turn, the students will then receive a visual and
tactile representation of what they have been learning in class. In order to measure their
progression, educators will be able to identify the ratios that students are supposed to be
following (through physical measurement) and interview the students about what they are
doing/trying to accomplish in their solar system based on the specificity of their project.

5.​ DETAIL your budget request. Include specific information, sources of supply and costs.
​

Be specific, ​no grant will be considered without this information​.

ITEM LINK AMOUNT COST PER UNIT TOTAL COST

3D printer Link 1 units $829.66 $829.66

3D printer spools Link 4 units $160 $640.00

Styrofoam Balls 1-6in Link 5 units $1.25, 2, 2.75, 4, $290.00

5, 7, 14, 22

Styrofoam Balls 8in Link 20 units $5 $100.00

Paper Maché Link 3 units $27.60 $82.80

Glitter Link 1/2lb, 4 $7.29 $29.16

 bags

Glue Link 4 units $13.99 $55.96

Goggles Link 8 units $8.99 $71.92

Aprons Link 8 units $14.98 $119.84

Silicon Straws Link 3 units $10.99 $32.97

Chromebooks Link 4 units $283.59 $1134.36

Balloons Link 2 units $9.43 $18.86

Wooden Rods Link 6 units of $6.35 $38.10

25

Paint Link 3 units $29.45 $88.35

Paintbrushes Link 2 units $5.99 $11.98

Feathers Link 2 units $8.99 $17.98

Pipe Cleaners Link 3 unit $12.99 $38.87

Construction Paper Link 3 units $13.68 $41.04

Sand Link 1 units $36.97 $36.97

Scissors Link 4 units $7.99 $31.96

Camera D3400 Link 1 unit $399.95 $399.95

Camera Triple Lens Kit Link 1 unit $699.95 699.95

Poster Boards Link 1 unit $49.27 $49.27

Markers Link 1 unit $15.99 $15.99

Craft Organizer Link 1 unit $49.99 $49.99

Total: $4,925.93
6. Sketch the Maker Space:
1) 3D Printer
1) 3D Printer spools
2) Craft Organizer
a) Styrofoam Balls
b) Glitter
c) Glue
d) Paper Maché
e) Silicon Straws
f) Balloons
g) Wooden Rods/Dowels
h) Paint/Paint brushes
i) Feathers
j) Pipe Cleaners
k) Construction paper
l) Sand
m) Scissors
n) Poster Board
o) Markers
3) Hanger
a) Aprons
b) Goggles
4) Technology Table/Center
a) Chromebooks
b) Cameras
5) Craft Table
a) The location of where students will complete their crafts and work collaboratively
6) Media Center/Wall
a) Where students will be able to complete any video recording, photo taking, or
online work
7) Creative workspace/Collaboration tables
7. Describe how outcome(s) will be reported (e.g. written summary of results, project, video,
photos, etc.).

● As students utilize this makerspace, they will take ownership of their outcomes by taking
progress pictures as they complete their project. Individually, they will keep a journal
throughout the project taking notes and assessing what they have been doing and why
they have been doing it. Notes and equations will also be written in their journal which
will allow educators to determine whether or not the student has a grasp on the project
they are completing. At the end of the project students will then have the flexibility to
create a multimedia presentation/poster board to present the information they have
learned in a final project. The students will collect data throughout the project and
therefore have a final product that will be available to peers, the teachers, as well as the
committee to see the impact of the project. This grant will not only benefit the students
academically, but creatively and collaboratively as well. Further still, through this grant,
students will be exposed to numerous technological advances as well as rely on their
ability to transform their thoughts and goals into real life products.
 Rubric

3 2 1

Summar The summary ​clearly and concisely ​articulates The summary The
the goals of the project. The summary paragraph includes goals and summary
y
convincingly highlights​ how the project is attempts to provide does not
innovative, creative and enhances educational an explanation about include the
experiences and opportunities. the innovative and goals of the
creative nature of the project.
project.
AND/OR

The the
summary
does not
explain how
the project
is creative
or
innovative.

Timeline A ​comprehensive, specific ​implementation A timeline was A timeline

timeline is provided. provided. was
missing.

Link to The project aligns to specific standards. The project aligns to No

Specific plans for the project and items to specific standards. standards
Standard
purchases are discussed so it is clear that were
s academic standards will be the focus of the addressed.
grant projec​t.
 Benefits The project provided ​academic​ benefits a ​large The project provided The plan
number​ of students and a ​clear​ plan to measure benefits for students did not
this impact is provided. and a plan to measure articulate
this impact is benefits.
provided.
AND/OR

A plan to
measure the
impact was
not
included.

Budget A complete budget table was provided that spent A complete budget The budget
between $4,800 - $5,000. ​The budget includes table was provided table was
ALL necessary materials that would be that spent between incomplete.
needed to initially begin the makerspace.​The $4,000 - $5,000.
materials chosen were both high-tech (robotics OR
etc) and low-tech (legos etc).
The budget
exceed
$5,000 or
fell short of
$4,000.

Sketch A floor plan of the space is provided ​to scale​. A floor plan is No floor
provided. plan is
All items indicated in the budget are labeled provided.
and accounted for.

Reportin A plan for reporting was included. ​The plan A plan for reporting No plan
included a variety of data sources that will was included. included for
g
show the committee the impact of the grant. reporting is
included.

Grade ___________/ 21